Developing Cooperative Behaviour Plans

This document discusses the importance of developing cooperative behaviour plans and strategies for inclusion of all children in an Early Childhood Education and Care centre. It also explores the role of educators in managing children's behaviour and the impact of cultural differences. The document provides insights into different family styles of discipline and beliefs about behaviour in different cultures and social groups. It also includes a project on establishing and implementing plans for developing cooperative behavior.

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:
x Developing cooperative behaviour plans
x Strategies for the inclusion of all children
x Work in partnership with families to provide appropriate education and care for children
Plans for
developin
g
cooperati
ve
Work in
partnershi
p with
families
to
Inc
lusi
on
of
all
chil
dre
n
provide
appropria
te
education
and
behaviour care for
children
National Quality
Framework

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National Quality
Standards
The EYLF
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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) As an educators, the role of managing the child and maintaining the discipline among them
affects in respective of communicating with them. As every children belong to different culture
thus there body of language is also different and the way of presenting their thoughts and ideas
is to be interpreted in different way. In the role of educators every child is at equal stage and
they had to treat equally but this is the biggest task as to manage every child in same platform.
Children grab the language and communicating style very frequently from their parents and the
way of presenting their ideas and thoughts are also inspired from television. Thus, the conflict
arises in respect of improving their body language and the communication skills, which is also
one of the major rule of discipline.
b)
The centre
program should recognise
and incorporate
the diverse
cultures,
language,
beliefs and
values of families, the
community and
children.Educator
who are
knowledgable
about the
language
that children
bring to school
are then able to
provide resources,
experience and
interaction.
The negative effect of minimizing the culture difference is related to imposing the same values
and beliefs among children which reduces the culture discrimination among children. As it is
the duty of the educators that they treat every children in similar way and also to provide
training and knowledge regarding values which is beneficial for them. As mainly the conflict
arises in case of partial behaviour which is done by educators to the children and through this
approach the discrimination arises. The language barriers is also one of the issue which reflect
the culture differences. If the educators is familiar with the language they can easily
communicate with children and also provide appropriate resources which is given to children to
behave well in society.

c) The two culture /family difference in relation to maintaining the discipline among children is
that firstly it is related to personality of the family members. As the personality and thoughts of
the family member reflect on the personality of children. The way of talking, the way of
reacting on certain situation and also if they met with other children, the way of presenting their
ideas and thoughts with them. It aloes examined that the behaviour of family members is not
adapted by children as they are not familiar with such social environment in which there family
is engaged. Thus, at that point children feel negligent by their family members which results in
bringing disputes among them. The another differences arises in terms of family tradition as
too much of discipline results in bringing lot of differences in the family and also it results in
avoiding the views and thoughts of children.
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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
Permissio
n to
Observe
form from
the child’s
☐ Yes
parent/
guardian? ☐ 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: Subject10_Permission to Observe form.
Important:
x 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.
x Coordinate with your supervisor to ensure that consent is provided
by relevant people as necessary.
x 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:
x family background and/or information
x family structure and culture
x health records/issues
x developmental delays
x earlier behaviour assessments or management plans
x discipline records
x attendance records
x academic records
x 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:
x Describe the behaviour that is causing most concern.
x Is the behaviour a safety concern to self or others? If yes, please
explain.
x When and where is the behaviour most likely and least likely to
happen?
x With whom is the behaviour most likely to occur?
x With whom is the behaviour least likely to occur?
x 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)?
x 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.?
x Describe the ways the child is able to verbally or nonverbally
ask for assistance.
x Does the child respond appropriately to requests or instructions
(how simple or complex are the requests/instructions)?
x Is the child aware of the implications of his/her actions?
x 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:
x Setting of the activity
x Antecedent – these are the triggers, warning signs
x Behaviour
x 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.
Ans: The major philosophy which helps in developing the children are in respective of social
philosophy which provides more discipline and also manage the children in proper way. As
there are various polices in respective of developing the children to behave well in society
and also learn many things. This can be done by communicating with different children and
grabbing their ideas of dealing such situation. In case of Noah, he inherited beat other
children and also not sit still. The conflict also arises in respect of fighting with boys in his
group. Thus, in this case social philosophy helps them in providing learning in respective of
communicating with different children and gathering their knowledges and learning regarding
achieving such activity.
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:
x Their recommendations about options on how to respond to the
child’s behaviour
x The service’s policy and procedure with regard to consultation
with family members
Ans: In respect of caring the child, the major factors which is to be recognized is in respect of
taking care of their needs and wants which make them feel comfortable in sharing their views
and crises if any they face. As children are not familiar with their goods and bad situation
thus, there insecurity arises in respect of not getting the accurate things. In such cases, family
members had to play the active role as they had to identify the needs of the children and if
they are demanding for some wrong things than they are to be handle with proper care. Such
matters are to be deal with patience and also proper interaction is to be considered which
makes children feel comfortable in dealing with such situation. Children mainly needs the
time of their parents and family members thus, policy is required in respective of providing
positive environment to the children.
3) Describe how you developed the behaviour management plan in
relation to the child’s abilities, age, and developmental stage.
4)
5) Behaviour management plan
6) Name of child: Noah
7) Age: 12 years
8) Child Abilities:
9) Noah had good attendance records and also love to solve puzzles which is also one of the

patience work.
10) He loves music and dancing and also had good fine motor skills.
11) Behaviours of concerns:
12) He hits and bites other children when there is conflict arises.
13) As after the separation of the parents, there is change in behaviour of Noah.
14) The instruction given by the family members and school teacher are not followed by Noah.
15) He present visual clues to tell his needs and wants regarding certain activity.
16) Development criteria:
17) enhance communication with the educator and family member to present the reviews and
thoughts.
18) Participate in social activities to interact with other children.
19) Spend some time with the family members or plan outing so that they get to know each other
better.
20) Parents not discriminate child according to their capability and learning but provide
opportunity to gain more Knowledge and develop learning skills.
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4) Explain how you ensured that the plan is realistic and that resources
are available.
Ans: The assurances can be done on the bases of examining the changes which is occurred on
child by adapting such process and techniques. The plan is usually adapted by spending time
with the children and also determined the reason as why they are engaging in conflict with
other children and hitting them. If the children get the accurate resources in form of their
favourite things or not judging them in accordance to their capability, it results in bringing
better person among them.
5). Describe how you considered and respected family expectations and
their cultural values in the development of the plan.
Ans: The family expectation can be fulfilled in respect of behaving well in society and also
respecting the elders and friends in any matters. The issue also to be resolved in verbal way
which not bring any conflict. As Parents play the role of mentor for their children and
accordingly children behave with others. Thus, they mainly inspire through family tradition,
customs, values and beliefs which reflect the capability and learning of children. In respective
of development plan it helps in transforming the children into better person.

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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 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?
Philosophy of inclusion can be defined as the way of thinking as well as acting which can
allow every individual to feel accepted to be valued and to be safer. Within the philosophy of
inclusion a community or family is evolving continuously and has to meet the needs of its
member in over all. Thus the philosophy of inclusion goes beyond the idea of physical
location which results in the incorporation of basic values as well as belief systems which
results in the participation, interaction and belongingness. Service philosophy regarding
equity refers to the type of behaviour which involves acting in a fair and just manner with
others. Each and every one will be treated with no discrimination and will be judged equally.
Similarly, philosophy of diversity involves that people which belong to diverse cultures, one
should have a genuine regard for their language, traditions and their achievements. They are
valued for their diverse backgrounds and are respected for their diverse nature.
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.
A service is put into practising their philosophy as well as policies which relate to the
inclusion, diversity and equity in various different ways. All people are treated equally no

matter what their background is and from which culAns: The family expectation can be
fulfilled in respect of behaving well in society and also respecting the elders and friends in
any matters. The issue also to be resolved in verbal way which not bring any conflict. As
Parents play the role of mentor for their children and accordingly children behave with
others. Thus, they mainly inspire through family tradition, customs, values and beliefs which
reflect the capability and learning of children. In respective of development plan it helps in
transforming the children into better person.
ture they belong to. There were no sort discrimination while providing service.
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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:
First and foremost it was really important to identify the curriculum issue which existed in
the service. It what the are issue that were faced during the inclusion of all children for
attending the service. After identifying the issue it was important to address them in a proper
manner. So, finally a decision was taken that all children will be accepted, valued and kept
safe equally. Their needs will identified and proper service will be provided to them. Their
should be a meaningful involvement and given equal access to benefits of service while
attending the services.
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:
Building an inclusive environment: It is important to get to know
each children on on one which is involved in the inclusion process. There
may be many children which may not be same and may have some
disabilities. So, it is important to keep in mind that all children may not
be same and should be given attention accordingly. Also, it is important
to recognise the what the difficulties to be faced by the children and it is
vital to work with a child and encourage them to learn something new
and gain new skills step by step.
Practice #2:
Make Physical Environment accessible: For this it required to make
use of right tool in order to meet the needs of children during the process
of learning. Also, a physical environment which off limits some of the
children will make it impossible to learn some thing new. Also, exact
tools should vary as per the need of the student.
Practice #3:

View each student as individual: During the learning process each every student should be
treated as an individual which help in providing an effective learning outcomes for the
children. This will also help in prioritising the children and help in providing the services
accordingly.
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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. Setting a clear learning objectives: By setting the learning
objectives throughout the course will help in achieving the learning
objectives which have been set. This will also make them familiar with
what they have to learn and will keep them mentally prepared for the
learning process.
ii. Establishing standards: By establishing performance standards it
will increase the quality of learning process. This will also help in
setting the boundaries for learning process and providing the
guidelines which will increase their performance standards to higher
level. Once the standards are set for the learning process that
increase the quality and percentage of success for the children in the
process of learning and development.
Iii. Clear and useful explanations: By giving the clear and useful
explanations to children will act as guide for them and will increase
their capacity to succeed. As children learn and develop quickly when
they are provided with clear and proper guidance and are given
instructions at the different levels of learning process.
iv. Different learning structures: As different children have to
different mental abilities to learn and understand. They also perceive
the things differently. So, different learning structures where adopted
in order to provide better learning to children for different children
which has increased the chance of success for them.
v. Communicating constantly: Both families and children need to
communicate on constant basis which can help in developing a proper
connection as well as understanding. Due to constant communication
it will help in addressing the issues easily which is really important
child's capacity to succeed.
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. One of the best for developing a professional knowledge for
inclusion is to talk and observe other professionals which has got
more experience related to the process of inclusion. This is one of the
best to develop a professional knowledge and how to work in the
partnership with communities, families as well as other service
agencies. By observing and talking to professionals one can get both
practical and theoretical experiences and also one can ask as many
questions as possible in order to clear doubts. This will also result in
the better understanding and can learn everything about the process
of inclusion.

ii. Another best way of learning the professional knowledge regarding
inclusion is to participate in various training programs. By
participating in the training programs can help in developing a
professional knowledge regarding the inclusion support. By attending
the training programs can help in gaining the proper knowledge and
skills which are for inclusion support. Also, by attending the training
programs one can learn new things which person does not know and
can also practice the learned thing practically which can provide a
proper experience for the inclusion support.
List ways on how you can work in partnership with families, communities
and other services and agencies (one for each).
Families: There are various ways for working in partnership with families
some of them are as establishing various opportunities for the families in
order to build their own knowledge and skills which can be done by
providing trainings and workshops which can provide guidance for the
parents to support their children. Also, it can be done by providing the
multiple opportunities for the families and make them involved in the
learning process of children.
Communities: There are also various ways for getting community
engaged one of the best way is to give a community members a place to
express themselves and get them engaged in the process. Another way is
to focus on the community moderation, which means that have to
measures by themselves and respect each other.
Other services and agencies: There are also various ways for developing
with partnership with other services and agencies developing a
membership or coalitions which is the effective way of developing a
partnership which can help in achieving the common objectives.
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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.
During the vocational work placement there were various times when different abilities and
capacities were valued but one specific time was that some of them were not able financially
sound and they were from different traditional and cultural background. They were not able
to communicate effectively and this was the time when I have valued the families. Also,
another situation where I have respected the differences in families' home live was that I
confronted a situation where one family was facing lots of issues within the family and they
were suffering a lot. These issue was due to differences in the families which was due to
difference in priorities for different family members. But on the other hand they don't want to
quit and want to struggle until everything goes well. So, these are the two specific situations
where I have respected difference in families and valued the different capabilities and
capacities.
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 is really important to create a learning environment which results in the respect for
diversity and also provides an opportunities for different types of children to explore diversity
as well as contribution to the richness of society. This is because by developing such
environment will encourage every children to express themselves which can help other
children to learn about the diverse cultures and how does it make contribution to the richness
of the society. By creating the learning environment which provides diversity and
opportunities can help children to grow and develop effectively and learn various things
which can help them to become a good person in the future. This will also help improving the
learning process of children as they can learn for each other by talking or by observing each
other. This is the best way for developing and contributing towards the richness of the
society.
3. Recall and describe a time in your vocational placement when you
provided children with opportunities to explore the richness of
diversity.
There were various opportunities within the vocational placement when children were
provided with various opportunities which help to explore the richness of diversity. I have
placed a number of children with different cultural backgrounds and made them have fun
time with each other. They were communicating with each other. They were playful with
each other and made them to share views about each other which gave them certain idea how
to explore the richness of diversity. Also, I made them understand how cultural diversity is
important for them and how they can learn from each other and can develop. I also assigned
them many tasks which gave them various opportunities to explore the richness of diversity.

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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.
As a early childhood educator all children's rights can be uphold so, that their culture, identity
and abilities and strengths acknowledged and valued in curriculum decision making in the
service can be done by using Early Years Learning Framework.
Belonging Being Becoming
Child educator should know
where and to whom a child
belongs to and what is their
existence for system.
In this part educator should
know that how to make the
children as a part of system.
This includes the process of
mould them as a system
After learning various things
form system children use their
education, knowledge and
experience to explore world and
implement their knowledge to
deal with real world.

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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
Permissio
n to
Observe
form from
the child’s
☐ Yes
parent/
guardian? ☐ 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:
x 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.
x 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:
x 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
x 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
x 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
Download “Subject 10: Inclusion Support Plan”

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Resources

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:
x Family information, including cultural background
x Health needs
x Services accessed by the child
x Child’s strengths, interest and abilities
x 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.
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:
x Support the child’s entry into the service
x Respond to the daily needs of the child with additional needs
and seek assistance as required
x Communicate with and provide support to others to implement
the strategies
x Encourage others to adopt inclusive attitudes and practices
x 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?
As an educator it will be suggested that the lack of child care becomes a major barrier
especially for the low income parents to seek the education as well as train to improve their
needs. Aware them of these challenges and many local programs are working top meet the
needs of the child.
Common challenges are given below
x Complex child care needs as well as schedules- low income parents find it difficult to
care that can match the education level as well as training schedules. it is a challenge
for the many parents that can even more challenging.
x Unaffordable care and inadequate public funding parents are not aware about the child
care options that are available within the community.
Steps to address these challenges are given below
x Conclude that what other person said and also ensures about share as well as same
understanding.
x Helps the parents to asset the part of intake as well as planning and also provide the
ongoing support.
x Find the requirements as well as needs of the parents.
x As a child educator structure as well as schedule development activities to access the
child care.
x Also, assist the parents to access the child care subsidies.

x Assist the parents to provide affordable child care such as exploring as well as
building upon current programs such as providing services directly as well as
indirectly.
x Collaborate as well communicate education and training system through the
developing formal as well as informal relationship and also sharing the information.
x Ensure a string leadership as well as vision to take the action and also implement
them.
2) Describe how you can you ensure that communication occurs within a
culturally and linguistically responsive framework.
Communication can be in various forms either it is in verbal or non verbal. Some general
strategies of the communication given below.
 By using non verbal communication with the verbal communication wherever
necessary. it is important to remember that that non verbal communication can in the
form of posters, photographic displays and also in body languages.
 Value the other languages a well as accept t other cultures and also be aware of the
other styles of the communication through own words as well as actions.
 Observe the body languages of the other person as also learn to greet and keywords in
multiple languages which includes aboriginal languages that can still exist today.
 it is essential to ensure that the communication with the families that cannot setup
linguistic barriers as well as cultural barriers.
 Some strategies to consider are mention below
 Research about the family culture and also ask about the individual family culture so
that they are well known about the roles,cultural courtesies as well as child
expectation for example dress,eye contact, appropriate body language.
 Uses the interpreters whenever necessary. Such as a family member can be an
interpretors or use as interpretor service.
Assessor Guide 10 Version No. 2.1 Produced 25 July
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Page 57 © Compliant Learning
ResourcesAs an educator it will be suggested that the lack of child care becomes a major barrier especially for the low
income parents to seek the education as well as train to improve their needs. Aware them of these challenges and many
local programs are working top meet the needs of the child.
Common challenges are given below
x Complex child care needs as well as schedules- low income parents find it difficult to care
that can match the education level as well as training schedules. it is a challenge for the many
parents that can even more challenging.
x Unaffordable care and inadequate public funding parents are not aware about the child care
options that are available within the community.
Steps to address these challenges are given below
x Conclude that what other person said and also ensures about share as well as same
understanding.

x Helps the parents to asset the part of intake as well as planning and also provide the ongoing
support.
x Find the requirements as well as needs of the parents.
x As a child educator structure as well as schedule development activities to access the child
care.
x Also, assist the parents to access the child care subsidies.
x Assist the parents to provide affordable child care such as exploring as well as building upon
current programs such as providing services directly as well as indirectly.
x Collaborate as well communicate education and training system through the developing
formal as well as informal relationship and also sharing the information.
Ensure a string leadership as well as vision to take the action and also implement them.

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.
Assessor Guide 10 Version No. 2.1 Produced 25 July
2016

© Compliant Learning Resources Page
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