CHC50113 Assessment Workbook 10: Children’s behaviour and inclusion

This is Assessment Workbook 10 for CHC50113 Diploma of Early Childhood Education and Care covering Children’s behaviour and inclusion. It includes instructions, competency based assessment, reasonable adjustment, cheating and plagiarism, and unit of competency.

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
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without the prior written permission of
Compliant Learning Resources.
Assessment Workbook 10

Version control & document history
Date Summary of modifications made Versio
n
16 May 2014 Version 1 final produced following assessment
validation.
1.0
16 October 2014 Revised benchmark answers – Q1, 2, 3, 7, 10, 11
Revised question – Q7, 9
Mapping to Learner Guide
1.1
13 February
2015
Version 2 final produced following second
assessment validation
2.0
25 July 2016 Minor updates made throughout document 2.1
24 August 2017 Added url to hyperlink 2.2
17 June 2021 Revised Q13 letter d) 2.3
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TABLE OF CONTENTS
This is an interactive table of contents. If you are viewing this document
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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
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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.
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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 valid
o Assessment must include the full range of skills and
knowledge needed to demonstrate competency.
o Assessment must include the combination of knowledge and
skills with their practical application.
o Assessment, where possible, must include judgements based
on evidence drawn from a number of occasions and across a
number of contexts.
 Assessment must be reliable
o Assessment must be reliable and must be regularly reviewed
to ensure that assessors are making decisions in a consistent
manner.
o Assessors must be trained in national competency standards
for assessors to ensure reliability.
 Assessment must be flexible
o Assessment, where possible, must cover both the on and off-
the-job components of training within a course.
o Assessment must provide for the recognition of knowledge,
skills and attitudes regardless of how they have been
acquired.
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o Assessment must be made accessible to learners though a
variety of delivery modes, so they can proceed through
modularised training packages to gain competencies.
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 Assessment must be fair and equitable
o Assessment must be equitable to all groups of learners.
o Assessment procedures and criteria must be made clear to all
learners before assessment.
o Assessment must be mutually developed and agreed upon
between assessor and the assessed.
o 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;
 Valid
o Evidence 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.
 Sufficient
o This 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.
 Authentic
o When evidence is gathered the assessor must be satisfied
that evidence is the learner’s own work.
 Current
o This 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 skills
 Task management skills
 Contingency management skills
 Job role and environment skills
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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:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as
those without a disability.
Reasonable adjustment applied to participation in teaching,
learning and assessment activities can include:
 customising resources and assessment activities within the
training package or accredited course
 modifying the presentation medium learner support
 use of assistive / adaptive technologies
 making information accessible both prior to enrolment and
during the course
 monitoring the adjustments to ensure learner needs continue to
be met.
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.
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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.
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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:
 Submitting someone else’s work as your own. Whether you have
that persons consent or not.
 Submitting another author’s work as your own, without proper
acknowledgement of the author.
 To allow someone else to submit your own work as theirs.
 To use any part of someone else’s work without the proper
acknowledgement
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:
 Always reference other people’s work. You may quote from
someone else's work (for example from websites, textbooks,
journals or other published materials) but you must always indicate
the author and source of the material.
 Always Reference your sources. You should name sources for
any graphs, tables or specific data, which you include in your
assignment.
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 You must not copy someone else's work and present it as
your own.
 You must not falsify assessment evidence.
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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:
1. the performance criteria
a. specifying the required level of performance
2. the Assessment Requirements
a. Performance Evidence
b. Knowledge Evidence
c. Assessment Conditions
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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.
1. Establish and apply limits and guidelines for behaviour
2. Identify and review behaviour as required
3. Develop a plan to guide a particular child’s behaviour where
required
4. Implement and monitor behaviour plan
Foundation Skills
The foundation skills described those required skills (language, literacy
and numeracy) that are essential to performance.
 Oral Communication – 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:
 observed and analysed children’s behaviour, on at least three
occasions, in a range of situations and contexts
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 created, implemented and measured the effectiveness of at least
one plan, including:
o developing long-term and short-term goals and objectives
o establishing a baseline for the behaviour
o clearly outlining alternative behaviours
o communicating expectations with children
o supporting and communicating with colleagues to implement the
plan
o revisiting the plan and reflecting on its effectiveness
 developed positive relationships with children, respected family
expectations and their cultural values, and acted within the service
policy
 interacted with children and involved them in decision-making and
planning
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:
• how to access:
o the National Quality Framework
o the National Quality Standards
o the relevant approved learning framework
• how to interpret the relevance of framework and standards
documents in guiding work in this unit of competency
• stage of development/age-appropriate expectations of children’s
behaviour
• appropriate and inappropriate behaviours – review of own stance
and reflection on own values
• different family styles of discipline and beliefs about behaviour in
different cultures and social groups
• relationship-based strategies to help children learn about
behaviour
• possible contributing factors to behaviours of concern, i.e. recent
events, child’s history, actions of others, or developmental or
emotional reasons
• code of ethics
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• United Nations Conventions on the Rights of the Child
• organisation standards, policies and procedures
Assessment must ensure use of:
• National Quality Framework for Early Childhood Education
and Care
• the relevant approved learning framework under the National
Quality Framework for Early Childhood Education and Care.
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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.
1. Promote inclusion
2. Respect diversity
3. Identify children with barriers to learning
4. Develop a plan for support and inclusion
5. Implement strategies to meet the child’s additional needs
6. Monitor and review strategies
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:
 developed and implemented a plan for support and inclusion for at
least one child, including:
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o contributing to individualised, child-centred planning and service
delivery
o collaborating and sharing information with family and other
educators to develop and implement an inclusion plan
o investigating and trialling strategies to address the needs of the
child
o reviewing and suggesting adaptations to service delivery to meet
the needs of children with special needs
o identifying and assessing the additional needs of individual
children
o gathering additional resources or sources of information to assist
in developing and adapting curriculum to meet additional needs.
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:
• how to access:
o the National Quality Framework
o the National Quality Standards
o the relevant approved learning framework
• how to navigate through framework and standards documents to
find areas relevant to this unit of competency
• relevant legislation, regulations and workplace practices
• range of additional needs that may be identified and the
implications for the role of the educator, including:
• behavioural or psychological disorders
• child at risk of harm or illness
• family circumstances and needs
• health problems
• physical, sensory or developmental disability
• strategies that encourage participation
• understanding of different backgrounds, experiences and needs of
children and families in exceptional circumstances or with
additional needs
• organisation standards, policies and procedures
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Assessment must ensure use of:
• National Quality Framework for Early Childhood Education
and Care
• the relevant approved learning framework under the National
Quality Framework for Early Childhood Education and Care.
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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.
1. Provide families with opportunities to be involved in the service
2. Provide information to families about their child
3. Provide information to families about the service
4. Provide information about community services and resources
Foundation Skills
The foundation skills described those required skills (language, literacy
and numeracy) that are essential to performance.
 Oral Communication – 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:
 worked collaboratively with at least three different families to
support education and care, including:
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o communicating information about children’s interests and
development
o developing care strategies together
o engaging in discussion relevant to the child and family
 involved families in the service/program by:
o encouraging participation in children’s experiences
o providing opportunities for families to give feedback on
service/program
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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:
• how to access:
o the National Quality Framework
o the National Quality Standards
o the relevant approved learning framework
• how to navigate through framework and standards documents to
find areas relevant to this unit of competency
• strategies for involving family members in the service
• organisation standards, policies and procedures
• relevant theories that underpin the value of family/educator
relationships
Assessment must ensure use of:
• National Quality Framework for Early Childhood Education
and Care
• the relevant approved learning framework under the National
Quality Framework for Early Childhood Education and Care.
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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:
1. Written Questions – based on the required knowledge component
as described in the Instructions for Assessment
2. Projects – 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:
3. Workbook Eleven (11) Skills Journal
 participant must attend Vocational Placement and maintain a
log of tasks completed and signed off by supervisor in the
workplace.
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:
 Computer with internet access and installed with Google Chrome
or Mozilla Firefox
 MS Word and Adobe Acrobat Reader
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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 that
1. All assessment tasks within the workbook have been completed
2. You have proof read your assessment
Answering the Questions:
1. If you are using Microsoft Word you will need to click in the
grey area of the box to begin typing your answer.
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.
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ASSESSMENT WORKBOOK COVERSHEET
WORKBOOK: WORKBOOK 10
TITLE: Children’s behaviour and inclusion
FIRST AND SURNAME:
PHONE:
EMAIL:
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:
 I have been advised of the assessment requirements, have
been made aware of my rights and responsibilities as an
assessment candidate, and choose to be assessed at this time.
 I am aware that there is a limit to the number of submissions
that I can make for each assessment and I am submitting all
documents required to complete this Assessment Workbook.
 I have organised and named the files I am submitting
according to the instructions provided and I am aware that
my assessor will not assess work that cannot be clearly
identified and may request the work be resubmitted according
to the correct process.
 This work is my own and contains no material written by
another person except where due reference is made. I am
aware that a false declaration may lead to the withdrawal of a
qualification or statement of attainment.
 I am aware that there is a policy of checking the validity of
qualifications that I submit as evidence as well as the
qualifications/evidence of parties who verify my performance
or observable skills. I give my consent to contact these parties
for verification purposes.
Name : Signature: Date:
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KNOWLEDGE ASSESSMENT
1. Access a copy of the NQF (National Law & National Regulations), the NQS, and the EYLF. Identify two (2)
relevant sections/standards/elements/principles/practices/outcomes of the NQF, NQS, and the EYLF that
relate to:
 Developing cooperative behaviour plans
 Strategies for the inclusion of all children
 Work in partnership with families to provide appropriate education and care for children
Plans for developing
cooperative behaviour Inclusion of all children
Work in partnership with families
to provide appropriate education
and care for children
National Quality
Framework educational programs as well as
practices. children's well-being
and safety
positive intearction of child and
educator and the meaningfull
interactions which build the trusting
relationships that engage as well as
support each child to feel secure.
it involves an experience which
contains more satisfaction while
interacting with others. it helps the
children as it helps to promote their
health and mental wellness.
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National Quality
Standards
educators must support the skills
and behaviours in a particular
situations where the children are
required to coorporate such as
hand washing, social stories. the
social stories are quite helpful for
childrens who get anxious.
it generally involves taking into
account of all the social, cultural, and
the language diversities of children
which is used in the decisionmaking
processes.
it helps to promote the mental well-
being and the health of children.
when the children contains a strong
sense of well-being as they feel
secure and aslo can be fully engage
in learning.
The EYLF it generally inviolves the
understanding of various ways
such as through plays and
projects. as it helps the children
to respond positively and playful
to others.
it generally takes into account about
children's diversity in social, language
and cultural.
it includes principles which is based
on identity,community, learning and
so on. these can promote the
wellbeing of children.
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2. For each age group shown below, list one (1) behaviour expectation and one (1) strategy to support that
behaviour.
Age Group Expectations of Behaviours Strategies to Support Behaviour
Infants
(0 - 12 months)
it includes mnoise and movement which a baby make. gently holding their hands and cuddling their children's
generally helps the ifants in their daily routines.
Babies
(12 - 24
months)
the babies are likely to pretend playing, sorting stuff
into categories
get down to the children's level, listen to their feelings
actively.
Toddlers
(2 - 3 years)
it includes testing the boundaries, experimenting with
their independence.
show the children how their parents are feeling.
Preschoolers
(4 - 5 years)
they are curious, easily distracted, keen on
independence and still developing self-regulation. the
behaviour concerns for them includes tantrums,
anxietry.
Be a role model and use own behaviour to guide your
child.
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“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.
3. In approximately 200-250 words, reflect upon and describe how your
own values impact upon your viewpoint and attitude towards
appropriate and inappropriate behaviours in Early Childhood
Education and care environments.
Guidance: Describe your own stance on, and attitude towards
appropriate and inappropriate behaviours. You may consider
questions such as:
 What do you think is appropriate and what isn’t? Why?
 What do you consider to be correct methods for encouraging
appropriate behaviour and discouraging inappropriate
behaviour? Why?
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.
A positive attitude from the child care providers or an educators can
simply make the children as well as their families feel positive about
themselves and the settings. whereas, the negative attitude can leads
to a feeling that the childrens as well as their families are rejected or
not valued.it generally involes a way in which the care prvioder or
educator responds to the families along with children's need can
simply influence them both positively as well as negatively. in addition
to this, the children's as well as the young adults can develop if their
surrounding is quite positive.the educators must ensure that the
surrounding environmement must be positive as well as inclusive so
that everyone's values and the lifestyles are respected. the children's
must see the care providers or eduactors as the people who
intercommunicate as well as coorporate with everyone. it is done by
just keeping the minds open, the chilodren will simply see the care
providers and educators as a person who generally treat them with
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respect as well as express an interset in them as well as across the
world. to promote the behaviours among children, educators or care
provider must support the children's to provide opportunities so that
they can positiviely participate by making decisions which will directly
impact their surroundings.
4. Different family styles of discipline and beliefs about behaviour in
different cultures and social groups affect you in your role as an
educator at an Early Childhood Education and Care centre.
a) Explain how you may be affected within your role.
b) Describe one (1) approach to minimising the negative effects of
cultural difference.
c) Describe two (2) cultural/family differences in relation to styles
of discipline and beliefs about behaviour.
Guidance: You refer to the Child Care in Cultural Context study to
inform your response.
a) in this, it includes cultural tendencies which will impact the way
children participate in education. To engage the students effectively
in the learning process, educators must know about their students
as well as their academic abilities individually, rather than relying
on racial or ethnic stereotypes or prior experience with other
students of similar backgrounds.
b) Avoiding the stereotypes, keeping the minds open.
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c) the cultural values can influence communication orientation or the
degree of interaction among family members, as well as conformity
orientation, or the degree of conformity within a family members.
5. Describe two (2) relationship-based strategies you can use to help
children learn about behaviour.
1. it involves ensure that they feel secure and let them know that
educators or families are there to help and support them.
2. it also includes view children as capable and competent and
approach situations from a strengths based perspective.
6. Behaviours of concern.
a) List two (2) different factors that can contribute to a child’s
behaviours of concern.
b) Why is it important to identify the factors that contribute to
behaviours of concern?
a) i. the physical factors.
ii. the personal as well as emotional factors.
b) it isb important to identify the factors as this may decreases the
probability of it happening again, and as a result improve the
person's quality of life.
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7. When developing behaviour management plans for children, you will
need to consider the Early Childhood Australia (ECA) Code of Ethics
and the United Nations Convention on the Rights of the Child
(CROC).
Explain in your own words how each of the following will affect your
approach to developing behaviour management plans:
a) Early Childhood Australia (ECA) Code of Ethics
b) United Nations Convention on the Rights of the Child (CROC)
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.
a) it includes the partnerships with families and communities which
support the shared responsibility for children's learning,
development and their well-being.
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b) it generally involves legally-binding international agreement setting
out the civil, political, economic, social and cultural rights of every
child, regardless of their race, religion or abilities.
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8. Which regulations, legislation, and workplace practices relate to inclusion of all children in an Early
Childhood Education and Care centre and what programs are available in your state to provide assistance to
meeting the inclusion and professional support needs of child care and early learning services?
Legislation Regulations Workplace Practices Support Programs
Inclusion of
all children
in childcare
Special Educational
Needs and Disability Act
(2001)
The Regulations 77-89 are
to ensure the wellness,
safety and well-being of
children. As it provide for
the safety, health and well-
being of children being
educated and cared for by
a service.
Relationships among care
providers or educators
and Children.
empowerment for
Communication
This can assists education
and care services to give
as well as embed the
quality inclusive practices
into their delivery of early
learning programs for all
children, to address
access and participation
barriers and to support
the inclusion of children
with additional needs.
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9. Autism spectrum disorder. 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.
a) Briefly define Autism spectrum disorder.
b) Describe two (2) strategies that may help encourage a child
with Autism to participate in activities.
a) this disorder is a condition which is generally related to the
development of brain which will affect how an individual can
percieves as well as socializes with the other individuals. it generally
causes issues in social interaction as well as communication. The
disorder also involves the limited and repetitive patterns of behavior.
b) it involves avoiding the sensory overload and use of concrete
language.
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10. Attention deficit disorder. 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.
a) Briefly define attention deficit disorder.
b) Describe two (2) strategies that may help encourage a child with
attention deficit disorder to participate in activities.
a) it is a developmental disorder which is marked especially by
persistent symptoms of inattention. it can also be marked by
symptoms of hyperactivity and impulsivity like fidgeting, speaking
out of turn, or restlessness.
b) the strategies includes the behavioural therapy and the medications.
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11. Illness and health conditions. 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.
a) Describe two (2) different illnesses/health conditions that may
result in a child having additional needs.
b) Describe two (2) strategies that may encourage participation
of a child with an illness/health condition and help you ensure
he or she is included.
a) Autism Spectrum Disorders and Attention-Deficit/Hyperactivity
Disorder.
b) it includes Respect and accept the child and work effectively with
educator about the child's specific requiremnets including the
child's social, emotional and physical development as well as how
these can be encouraged.
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12. Family circumstances and needs. 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.
a) Describe one (1) possible additional need of a child who has
recently arrived from a non-English speaking country, and
speaks limited English.
b) Describe one (1) strategy that may help to encourage
participation and inclusion of this child.
c) Describe one (1) possible additional need of a child whose
family is experiencing very difficult and stressful
circumstances.
Guidance: Consider circumstances such as an ongoing
divorce, a recent death in the immediate family or the illness
of a family member.
d) Describe one (1) strategy that may help to encourage
participation and inclusion of this child, and help them to feel
safe, secure and supported.
a) it includes the encouragement of learning through play.
b) it involves the childcare practice which is one that truely believes
all children are unique and have the potential to learn the things.
c) it includes that onje should offer the opportunities for children so
that they can talk about what is happening with them or the
situations they are going through.
d) it includes that treat each of the children as an individual as well as
respect their religions and cultures.
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13. Physical, sensory, and developmental disability. 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.
a) Briefly define cerebral palsy.
b) Describe two (2) strategies that may help you ensure a child
with cerebral palsy is included.
c) Describe one (1) sensory impairment that might create
additional needs for a child.
d) Describe two (2) strategies that may help encourage
participation and inclusion of a child with the sensory
impairment you have provided in letter c).
a) it is a group of disorders which can affect a person's ability to move
as well as maintain balance and posture. it is the most common
motor disability in childhood.
b) it includes by promoting the active lifestyle as well as promote the
healthy eating that is full of nutrients.
c) it can be a hearing loss.
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d) it includes by making understand the children that everyone is
unique and special. it also includes by creating the opportunities
for success.
14. Describe three (3) strategies commonly used in a centre to involve
family members in the service.
i. the day to day life at services.
ii. the strategies to promote as well as encourage the family
involvement in service management.
iii. the shared information about their child.
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15. Joyce Epstein developed a theory about the different types of
involvement between educators and parents.
a) Describe two (2) types of involvement according to Joyce
Epstein.
b) Select one (1) standard from the NQS, and explain how it
relates to the two types of involvement you described above.
Be specific.
a) i. parent involvement should go beyond school and home.
ii. inviting a partnership between homes.
b) children's health and safety. it is because the children's wellness,
comfort and wellbeing will strongly make impact on their learning,
confidence and self-growth
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16. 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.
a) Briefly describe the attachment theory.
b) How would you incorporate the human ecology theory into
developing your centre’s programs and materials?
c) How would you incorporate the family systems theory into
developing your centre’s programs and materials?
a) it is mainly focused on the relationships as well as the bonds among
people, particularly long-term relationships, including those
between a parent and child and between romantic partners.
b) it involves the children's learn as well as develop through their
person-to-person interactions with parents, educators, and peers,
and through the influence of their personal characteristics.
c) it includes the value each other's knowledge of each child, value
each other's roles in each child's life, trusting each other,
intercommunicate freely and respectfully with each other, sharing
the insights and perspectives about each child and engage in shared
decision making.
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17. 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:
a) Behaviour of children
b) Inclusion of children
c) Induction to the service
a) Cuiding childrebns behaviour policy <Guiding Children’s
Behaviour Policy : Sparkling Stars Childcare Centre
(compliantlearningresources.com.au)>
b) Induction procedure V.1.3 <CHCMGT003 Sparkling-Stars-
Childcare-Centre-Induction-Procedures-v1.3 : Sparkling Stars
Childcare Centre (compliantlearningresources.com.au)>
c) Grievance procedures-committee<Grievance Procedures –
Committee : Sparkling Stars Childcare Centre
(compliantlearningresources.com.au)>
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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
☐ No
If 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.
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Task 1: Identify and review behaviour
Download 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 information
 family structure and culture
 health records/issues
 developmental delays
 earlier behaviour assessments or management plans
 discipline records
 attendance records
 academic records
 support/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.
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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.
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C. Observe child’s behaviour
Step 1: Observe and 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 activity
 Antecedent – these are the triggers, warning signs
 Behaviour
 Consequence 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.
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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.
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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.
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Task 2 Follow up Questions
1) Briefly describe the service’s philosophy and policies on developing
a plan and providing behaviour management to children.
The goal of discipline (childrens behaviour managment) is to assist and
guide children in the development of self-control, the key policy of this
task management is Cuiding childrebns behaviour policy.
2) 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 behaviour
 The service’s policy and procedure with regard to consultation
with family members
The consultation which i had with my colleagues are as follows, family
members and othersvalue each other's knowledge of each child, in
context to the respond to the child behaviour key consultation is value
each other's contributions to and roles in each child's life. trust each
other. communicate freely and respectfully with each other. Family
and Community Engagement Policy is essential regards consltaion with
family memebers.
3) Describe how you developed the behaviour management plan in
relation to the child’s abilities, age, and developmental stage.
1. Identify Problems.
2. Choose Discipline Tools.
3. Make a Plan.
4. Share With Caregivers.
5. Anticipate Good Results.
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4) Explain how you ensured that the plan is realistic and that resources
are available.
In order to ensured that the plan is realistic and resourses are available
the key stapes which should be follow are given below.
Get involved during the planning process, have a clear project scope
when starting out, set up calendar reminders for milestones,
identify potential pain points, encourage communication between team
members.
5). Describe how you considered and respected family expectations and
their cultural values in the development of the plan.
Actively listening to families and incorporating their input into an early
learning environment will be the best consideration to respect the
family expectations. work and collective approches in partnership with
families devlop the trust, creates shared decision making, aims and
goals. that is important to process in some way which help the
inclustion of families also, take familes recommondations too.
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Task 3: Implement and monitor the behavioural plan
Step 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
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plan.
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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:
1. Promote inclusion
2. Respect diversity
Task 1: Promote inclusion
1. Review 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?
A child care services philosophy is the writtent statement of the valuses
and beliefs that underpin all aspects of the service oprations. this
describe that how the services stakholders think about children,
childhood and how children learn and devlop. philosophy is based on
the belief that all children can learn and reach their full potential given
opportunity. equity and divercity is about to ensure that all children
are treated fairly.
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: Policies and procedures
Briefly describe how the service put into practice their philosophy and
policies relating to inclusion, equity and diversity.
Services will make sure the practices of polices practices relating to
the inclusion and equity and divercity by following the multiculturlism,
this is the practice encaourage intrest in many cultures within a society
rather than in inly a mainstream culture. organization and
practicsioners will make sure to follow the mesures of effective child
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care environment.
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2. 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:
In context to that question response of the educators must be
indentification of the students learning needs, Teachers build lessons
that include simulations, experiments, case studies and activities to
deliver curriculum. educator will ask the childrens about their learning
choices so that more inclusive curriculum is can be devlop.
3. 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: Obey all school rules, this s equtavle because that is
posible to make chidrens dicent and follow the rules for
effective devlopment.
Practice #2: Finish your homework on time, this is equitable because
teachers can help them out and this help student to take
next step towards learning.
Practice #3: Be respectful of classmates who are working, Have a
good attitude, this help chidrens to achive their goal and
opportunities by helping each other.
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4. 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.
i. High expectations and equity
ii. Secure, respectful and reciprocal relationships
iii. Partnerships
iv. Ongoing learning and reflective practice
v. Respect for diversity
5. 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.
i. transparency
ii. shared experiences
List ways on how you can work in partnership with families,
communities and other services and agencies (one for each).
Families: value each other's knowledge of each child,share insights and
perspectives about each child.
Communities: communicate freely and respectfully with each
othe,engage in shared decision-making.
Other services and agencies: Define and prioritize goal, effective
communication and ensured screening and
referral protocols are seamless.
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Task 2: Respect diversity
1. Describe a specific time in your vocational work placement where
you valued different capacities and abilities, and respected
differences in families’ home lives.
I had experienced the divercity of childrens and familes in my
vocational work placment and i had given my best to manage the
effective team work for the child care and devlopment with the
assurence of respect and equlaity to each and every partcipents.
2. 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.
It helps to shape their experience and build on their knowledge of the
world around them, important in meeting the needs of all children
within the setting. this is very important to manage the inclusive
learning environment because this impact childrens morivation and
performance.
3. Recall and describe a time in your vocational placement when you
provided children with opportunities to explore the richness of
diversity.
Within the Voocational placement expirence, i have been worked with
the other supporive educators to educate the childrens about divercity
of the culturs and importance of that in terms of multiple skills and
abilities possess by the different divercity of the peoples.
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4. 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.
I had managed the culture, identity and abilities of the childrens by the
aid of anty discrimnation act, health and safty act and maintaining
confidentiality of each family's information and records, i also sued my
skill of actively listening to manage that.
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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
☐ No
If 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.
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Task 1: Develop a plan for support and inclusion
Before 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:
o Language difficulties
o Physical, sensory or developmental disability
o Health problems
o Behavioural or psychological disorders
o Family circumstances and needs
o A child recently arrived in Australia from a different culture
o A child whose culture is different from the culture at the
centre
o Child at risk
o Unknown diagnosis
o Known diagnosis
o Cultural/religious practices
o Communication difficulties
o Giftedness
 Children experiencing communication difficulties which may
be due to:
o Trauma, violence and crises
o Disabilities (e.g., hearing, visual, speaking)
o Health problems and disorders
o Learning problems
o Deprivation of sensory stimulation
 Additional needs relating to behaviour and emotions
o Level and type of social interaction with adults and other
children
o Anxieties 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
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Download “Subject 10: Inclusion Support Plan”
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A. 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 background
 Health needs
 Services accessed by the child
 Child’s strengths, interest and abilities
 Additional 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.
B. 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.
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Step 3: Identify the resources available in the service, as well as
additional resources needed for the implementation of strategies.
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C. 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.
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Task 2: Implement strategies to meet the child’s additional
needs
Implement 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 service
 Respond to the daily needs of the child with additional needs
and seek assistance as required
 Communicate with and provide support to others to implement
the strategies
 Encourage others to adopt inclusive attitudes and practices
 Closely 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.
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Task 3: Monitor and review strategies
Step 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 Questions
1) An 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?
2) Describe how you can you ensure that communication occurs within
a culturally and linguistically responsive framework.
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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.
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