CHCECE021: Implementing Inclusive Practices in Early Education Report

This report, addressing the CHCECE021 unit, delves into the core principles of inclusive practices within early childhood education and care. It examines the National Quality Standard and its implications for creating child-centered learning environments, ensuring the well-being and safety of all children. The report details the Education and Care Services National Law and National Regulations, emphasizing their role in maintaining quality standards. It explores the Early Years Learning Framework and reflective practices for educators, highlighting the importance of inclusive resources and bias-free language. The report addresses the identification and mitigation of biased language, the promotion of positive discussions about differences, and the implementation of activities that explore similarities and differences among children. Furthermore, it covers strategies for supporting children with disabilities, including documentation, parental involvement, and the use of assistive technologies. The report outlines the establishment of inclusion support teams, and provides insights into challenges faced by children requiring additional care, offering practical strategies for fostering an inclusive and supportive environment within early childhood education settings.

CHCECE021Early
childhood education
and care

Table of Contents
Task 1 ..............................................................................................................................................4
National Quality Standard in relation to the area of practice.................................................4
Task 2...............................................................................................................................................4
The Education and Care Services National Law and National Regulations.........................4
TASK 3............................................................................................................................................5
Early Years Learning Framework .........................................................................................5
TASK 4 ...........................................................................................................................................5
Reflection...............................................................................................................................5
TASK 5 ...........................................................................................................................................6
Support the development of inclusive resources....................................................................6
TASK 6............................................................................................................................................6
Identify instances of your own and others’ biased language..................................................6
TASK 7............................................................................................................................................7
Use of bias free language ......................................................................................................7
TASK 8............................................................................................................................................8
Unfair comments with children as being negative.................................................................8
TASK 9 ...........................................................................................................................................9
Unexpected opportunities to talk about differences positively ...........................................9
TASK 10 .........................................................................................................................................9
Provide children with activities that explore similarities and differences..............................9
TASK 11 .......................................................................................................................................11
Classify disabilities to ensure appropriate support...............................................................11
TASK 12 .......................................................................................................................................12
Investigate, observe and document the behaviour of the child............................................12
TASK 13 ......................................................................................................................................13
Use the knowledge of the parents of the child and others to identify additional needs.......13
TASK 14........................................................................................................................................13
What organisation or individual you need to contact to understand and fulfil the needs of
special child..........................................................................................................................13

TASK 15........................................................................................................................................15
Establish an inclusion support team to fulfil additional needs of the child..........................15
TASK 16........................................................................................................................................16
Assistive technology services/ devices that may assist child's inclusion at the services......16
TASK 17........................................................................................................................................17
Strategies provided by the specialist to the children............................................................17
TASK 18........................................................................................................................................18
Resources accessible for supporting the additional children care........................................18
TASK 19........................................................................................................................................18
Analyse the technology or actions required to provide support to the children...................18
TASK 20........................................................................................................................................19
Infrastructure require for children education........................................................................19
TASK 21........................................................................................................................................21
Instance child will take to accommodate the care................................................................21
TASK 22........................................................................................................................................22
Role of ISP support mechanism...........................................................................................22
TASK 23........................................................................................................................................23
Strategies to support the entry of child into early childhood education and care services...23
TASK 24........................................................................................................................................25
Strategies to encourage other children to adapt inclusion practices.....................................25
TASK 25........................................................................................................................................26
Challenges faced by children who require additional care...................................................26
REFERENCES .............................................................................................................................28

Task 1
National Quality Standard in relation to the area of practice
National quality standards set standards for early childhood education and care in
Australia. National quality standards consist of seven quality area which are vital for educational
outcomes of children. Services are rated and assessed through higher regulatory authorities.
Rating is always based on the outcomes. According to the standard set by the NQS, educational
program and practices of teachers or educators need to be child-centred. Educational programs
are designed to maximise opportunities for extending and enhancing every individual child's
development and learning. All the students have right to get the experience quality care and
education which helps to promote their well-being, safety and health (Menning, 2018).
Task 2
The Education and Care Services National Law and National Regulations
On 1st September 2013, amendments to care services and education was introduced in all
territories and states excluding western Australia (Klages, Lundestad & Sundar, 2020). Minor
amendments provides advantages to educators and providers and resolve numerous arising issue
with the introduction of national quality framework. Education and and care services national
regulation came into force in 2011. the regulation ensures health, well-being and safety of early
age children being taught and cared by services. The main aim of education and care services
national law is to provide a uniform. Jointly governed and incorporated nation approach to
quality and regulation assessment of care services and education provided to children. Objectives
of national quality framework are to improve educational outcomes for children who are taking
educational and care services, promote continuos improvement in the provision of quality care
services and education, introduce a system of national integration and shared responsibility
between participating jurisdictions and commonwealth in the administration of national quality
framework, improve knowledge of public and access to information regarding the quality of
education and care services and reduces the burden of administrative educational and care
services by making enable information to be shared between commonwealth and participating
jurisdictions.
National law covers section 162(centre-based services), 172 and 164(family day care
services). According to the national law a centre-based services must have a approved provider, a

nominated supervisor and a certified supervisor placed in day to day charge. All these person are
appointed to provide education and care services to children. The position and named of
nominated person, need to very clear from entrance of centre based care and education services
campus. Education and care services national regulations-REG 162 suggest that the health
information need to be kept in records. All the information associated with the enrolled child at
the care and education services need to be recorded (Grady and et. al., 2020). Name, address and
telephone number of enrolled child need to be mentioned in the record.. the child's Medicare
number need to also recorded if it is available. The specific requirements of children, including
their previous and current medical condition requires to be recorded. Allergies or any other
diseases must be reported in case if the child has diagnosed with. Medical management plan, risk
minimization plan and anaphylaxis management plan need to be followed to meet with the
specific requirements of children. Immunisation status and dietary restriction of children must be
mention in the record in order to provide quality care. Under the section 87, the health
information need to be kept in the record if the approved staff member or family day carer
educator has examined the record associated to child health (Samuelsson, Kultti & Pramling,
2018).
TASK 3
Early Years Learning Framework
Educational practices and concept of centres are often advised by national curriculum
framework which establishes the aim and objectives of early childhood system. Aims and
objectives varies nation to nation and from decade too decade. A general conviction which is
common across all the nations is staff members need to be trained to provide quality education
and care services to children at their early stage. Quality relationship need to be established
between educators and children so children may experience quality services. Management need
to focuses to meet the specific requirements of children and create a effective team work
collaboratively to improve the care services provided to the children (Edwards, 2021).
TASK 4
Reflection
Reflective practices is helpful to support educators and care givers who are providing
care services and educations to improve and examine their practice with the purpose to provide

quality services to the children. Reflective practices help to develop and improve their
knowledge and skills. All the children were engaged in activities designed to improve their
knowledge and skills (Dias, P. C., & Cadime, 2019). It designed an activity were disable children
were participating with normal children which was helpful to make them realise that they are not
different from others and have equal rights to access to education and care services. I have
recorded all the specific requirements of every single child to meet with their need. Simple
language was used to deliver the knowledge to make children understand whatever they have
been taught in the classroom. All the children were asked to perform according to their interest
which was helpful to create a quality relationship between me and children so they can share
their experience with me (Sandseter and et. al., 2020).
TASK 5
Support the development of inclusive resources
Inclusive education support may included help children to meet with their specific
requirements, different accommodations disable children requires to participate in classrooms
and regular school activities. It is required to include all the children in activities conducted by
schools or care centres. Various strategies are developed to teach children to encourage and
motivate them to participate in school activities with the purpose to develop their skills and
knowledge. Schools and care centres requires to make changes to meet with the different needs
of children including physical support, personal care, changes in seating arrangements and using
alternate forms of communication (Buckler, Puterman & Faulkner, 2021).
TASK 6
Identify instances of your own and others’ biased language
Examples of bias languages include some words which are offensive for some specific
communities. Some time educators blacklist students who are not performing well. It is offensive
for one who who belongs to black communities. Using words like whitelist and blacklist in the
classroom may be offensive for enrolled students who belong to black communities. Chink word
is considered as racial slur for Torres strait islander Australians. Biased languages also includes
disability bias. Sometimes educators or caregivers uses such as confined to a wheelchair which is
offensive to children using wheelchairs. Educators need to use “a person who uses a wheelchair”
is more appropriate for those who use wheel chairs (Tebet and et. al., 2020). Educational and

care services are provided to children with different languages. Non- English speaking children
find difficulty when teacher delivers all the information in English only. A child belongs to non-
English speaking culture need to be delivered all the information in both the languages to make
him understand what has been taught to him in the classroom. Educator need to be aware of
children's specific culture in order to develop communication skills to communicate with
children.
Educator do not make children feel left over if they come from non-English speaking
background. Educator must develop a healthy environment of children where everybody respect
other culture and languages. Activities need to conducted to promote diverse culture learning.
Teachers or care givers communicate children to know their specific native language and teach
them to speak in English too. Educators and care givers conduct activities to allow children to
celebrate and share their own cultural festivals. Educators ask children about their background
languages to share information about themselves. They ask questions such as “what language did
you grow up with?” Educators also ask them to write to know which language is used by them.
Many educators feel that children are not performing well if they do not mark students writing in
English. Educators think they are not making students prepare for the real world if children do
not write or speak standard academic English. Educators must allow students to write in their
own language. Children can write their point of view if they are allowed to free rite in their
language. Care givers and educators ask students to give their feedbacks if they are not able to
understand what they have been taught in classrooms (Brody and et. al., 2020). eduactors must
ensure that they are not using any offensive words which is hurtful for people belonging to
different communities. Care givers and educators should not lay down any disable children so
that they feel inferior. Educator make sure that they are using appropriate language during the
delivery of information in the classrooms.
TASK 7
Use of bias free language
Educators use language which shows their stereotypes. Gesture, posture and facial
expression also needs to reflect students that educators are not being offensive. Educator must
use a language that is stereotype-free, objective and clear to communicate with students.
Educators or care givers need to avoid generalisation in the classrooms when they discuss about

race, people with disabilities, ethnicity, sexual orientation and gender. Educators or teachers
generally avoid using masculine pronouns when they call any students if they do not know about
the gender of the particular student. Thus use of pronouns need to be restricted in the classrooms.
It need to be ensured that teachers and care givers do not use any offensive phrase or word which
is hurtful to student who belongs to a specific community. Simple and transparent
communication need to accessed by educators to deliver knowledge and information. On the
level of formality, vocabulary requires to be adjusted (Bago and et. al., 2020).
TASK 8
Unfair comments with children as being negative
Students may get offended by the unjust treatment on the basis of gender, sexual
orientation, language, appearance, aptitude, family expectations and skills. Without suitable
justification children children should not be treated adversely. Unfair comments and judgements
may lead to discrimination. Any unfair comments can cause physical and mental health
disturbance. Offensive words make children suffer with anxiety, mental trauma, stress and
depression. Students belong to black community when get blacklisted, it becomes offensive and
unfair to them. These unfair comments make them prone to diseases such as diabetes, heart
diseases and high blood pressure. Discrimination and offensive words may lead to permanent
and server children's psyche damage.
Children meeting with unfair comments are more likely to develop issues with
depression, anxiety and low self-esteem. A gay or lesbian student may get offended if teachers
use pronouns such as he or she. LGBT children feel ashamed and embarrassed when they are
being discriminated on the basis of their sexual orientation. Sometimes, educators feel it is not
worth teaching a student who is not communicating or writing in appropriate academic English
language (Chalari & Charonitis, 2022). Children feel discriminated if they are being judge on the
basis of language. Disable children often teased by peers and educators who judge them on the
basis of their physical disabilities. Disable children feel inferiors when someone make them feel
they can not perform well as others. Educators must give opportunities to disable children to
develop their skills and knowledge such as other normal students.

TASK 9
Unexpected opportunities to talk about differences positively
Different activities are designed in which disable children are going to participate with
other normal students to boost up their confidence level. Various cultural festivals are celebrated
in the classroom to promote diverse culture learning. Sexual education need to provided to
student so they would not peers on the basis of their sexual orientation. Communication
activities, games and exercises helps to talk about the differences positively (Adriany &
Newberry, 2022). Children must asked about their native language and culture. Cultural
activities need to be promoted in schools in which children are allowed to talk about their
different languages and cultures. As per Australia's better health channel communication is
considered as best vehicle to transfer knowledge and information to others. Students must
interact to each other to know about their differences.
Students must know the importance of diverse leaning so they can respect others culture
and orientation. Promoting positive attitudes to learning disabilities is helpful to make student
understand that every single child has same right to access education and care support. Disable
children must encouraged to talk about their disabilities without any fear. Teachers must promote
disability inclusivity. Team work need to be assigned to students in order to enhance their
interaction. So, they can exchanges their ideas and knowledges with each others. Sessions need
too be conducted to promote interaction between children. Children are allowed to play with
each other to communicate and understand others feeling. They need to accept and respect each
others differences (Hu and et. al., 2018).
TASK 10
Provide children with activities that explore similarities and differences
Fun activities are designed in order to increase interaction among students.
Communication helps them to know about their similarities and differences. Diverse activities
helps to teach students to celebrate and respect the differences in their peers. Cultural activities
are conducted to allow children to perform and celebrate their cultural festivals. Celebrating
cultural festivals make students familiar with others cultural background. Arranging cultural
activity to promote diverse learning is helpful to make children understand that they all the
human being and have equal rights to access educational resources no matters what cultural

background they have. Skin colour match up activity assist children to learn about the difference
in their skin tones. These activities help children to know and appreciate the differences. To
conduct this activity, some nylon knee high stockings are distributed among children. These
stocking need to be in various shades such as white, pink, yellow, red, black and tan. Educators
must encourage children to try these stockings and ask them to differentiate between the colour
of stocking and their own skin colour (Segura-Martínez and et. al., 2021). Hair hair everywhere
is a kind of fun activity requires to be conducted to make children learn about various hair types
associated to ethnic groups. Educators ask student to rectify the various types of hair and allow
them to talk about the texture and curl of their own hair compared to others. Some students have
thick and coarse hair where as some have fine and thin hairs. Some have curl and others have
straight.
Comparing hair styles with their peers is helpful to learn about hair types related to ethnic
groups. Children are allowed to share their care products and take pics of each others. Diversity
bingo is very helpful to make children learn about the different cultures found across the world.
Bingo cards are distributed among children as each bingo card has specific image of a particular
culture (Tebet and et. al., 2020). Children are allowed to wear their traditional dresses for a
dramatic play related to their culture. Diversity dress up helps children know about the tradition
clothing of different cultures. Musical activities need to be conducted to make children familiar
with others cultural song. Children are allowed to play musical instruments to make others learn
about their cultural song and musical instrument.
Story telling activities are introduced among children to allow them to interact and know
about their similarities. Educators requires to make children understand that it is fine to be
different and diverse learning always supports children for their growth and development.
Children are also ask to write stories of two people belong to different communities and cultural.
They are ask to write about 10 differences and similarities of both the cultures and communities.
Cultural sessions need to be take in order to deliver knowledges about different cultures and
communities. Sexual education need to be provided to children so they would not judge each
other on the basis of sexual orientation (Hunkin, 2018).

TASK 11
Classify disabilities to ensure appropriate support
Australian bureau of statics have classified disabilities into four types including mild,
moderate, profound and severe. Children with mild disabilities do not have any difficulty to
perform the core activities. These children use instruments and aids which helps them to learn.
Moderate disable children do not require any assistance. They can not perform core activities.
Severe disable children need assistance to perform core activities. Profound disable children are
completely unable to perform core activities without any assistance. There are many types of
disabilities including mobility, visual, cognitive and auditory. Some children are born with
mobility disorder and can not move by their own (Wyver & Little, 2018). They need wheelchair
and stick to support them to move. All the requirements need to be provided them which will
help them to move. These children can not participates in sports activity such as race, cricket and
many others. Specific activities are designed for these students in which movement of body is
not compulsory.
Conducting specific activities to meet with the specific needs of students make children
experience equal access to care and support. Some children are having hearing issues and they
need hearing aids. Skilled teachers are required to assist hem in their learning. Some children are
blind and Braille system is required to deliver the information. It is system of raised dots and
blind children can feel the dots with their fingers to read. This system was developed for children
who are blind or having low vision. Hearing impaired children are taught via using sign language
(Sun, 2018). Sign language is used to teach children with hearing disabilities. Educators make
sure that students with hearing loss are sitting towards the front of the class. Listening devices
are provided which would help them to listen and learn what have been taught in the classrooms.
Background voice need to be minimized otherwise children with hearing loss would not be able
to gain the things. Some children are enrolled with mental disability. Mentally disable children
can be taught with general intervention including show, demonstrate and model, provide a small
group of instructions utilize multisensory learning, utilise peer tutoring and cooperative learning
make information as concrete as possible, break information down into smaller units and use a
developmentally appropriate approach.
Children suffer with acquired brain injury, vision impairment, intellectual disability,
autism spectrum disorder and autism spectrum disorder. Autistic children are learn more easily

via phonic system. Phonic system help them to learn things more accurately. It is the best way to
make them things memorise. Visual cues and sensory tools are used to make them, understand
things easily. Skilled teachers are appointed to teach autistic children (Anderson and et. al.,
2022).
TASK 12
Investigate, observe and document the behaviour of the child
Children suffering with dyspraxia are observed with phobias and obsessive behaviour.
Children are observed experiencing sensory problems, emotional disturbance, environmental
factors, intellectual disability. All these disabilities are hindering children's learning and
development. Once the child's specific disability is determined, all the specific requirements
along with medications provided. Children who are suffering with cognitive disabilities, often
feel inferior and have low self-esteem. Children suffering with mobility issues can not participate
in sports activity (Hryniewicz & Luff, 2020). They are often feel frustrated and disrupt that they
can not run or walk like others do. These children do not feel to talk with peers as they thinks
normal kids will make fun of them. Anti socialism is very common among children born with
disabilities. Disable children do not interact or communicate with other children. Some children
feel anxious and depressive as they can not perform well like others. Children are found with
social difficulties, depression and low self-esteem.
Children always have low confidence due to lack of opportunities to perform. Negative
and offensive comments make them feel depressive and stressed. There are some behavioural
problem observed with disable children including mood swings, disorganisation, temper
tantrums, defiance, inattention, impulsivity and not following directions. Some children do not
want to come to attend the classes because of inappropriate judgements and comments they get
in the classroom. Autistic children feel aggressive when they are ask to interact with others. They
do not want to participate in activities conducted in the classroom. Some children are stubborn
and do not follow any instructions. Mentally disable children feel impulsive when they get in the
exposure of any offensive comment or condition (Yalcin & Erden, 2018). Learning disability
make children feel loneliness and sad as they are not making friends as others because of their
low self-esteem. Disable children do not want to sit and learn with other normal functioning
children. Children belong to black community feel inferior sitting with others because lack of