Reference no: EM132202540

Develop and implement policy

Workplace Assessment Task

Activity 1

To complete this task refer to (pp. 27-35) of your textbook ‘The Business of Child Care' and your readings:
- Effective policy development.
- Child Care Staff: Learning and growing through professional development.
- Performance evaluation and development planning (3).

Draft Policy Development Template
Policy Title: Professional Development Policy
1. Define the issue or need
Why is professional development necessary in early childhood? Include links to the National Quality Standard, the Early Years Learning Framework and the Code of Ethics.
How does professional development support staff retention?

2. Research information
Define professional development in early childhood.
Provide (at least two) web addresses and summary of content for each website used as references/research on EC professional development (ensuring they are current, relevant, reflect national/international trends).

Identify the principles of adult learning and comment on the importance of the professional development provided to EC staff meeting the principles of adult learning.

List five professional development topics relevant to EC educators.
1. NQF- National Quality Framework
2. Policies
3. EYLF- Early Years Learning Framework
4. Guiding Children Behaviour
5. Administration

List two professional development topics relevant to EC ancillary staff, for example, the cook or administrative assistant.
1. Health and Safety
2. Basic First Aid
Professional development is determined on an individual basis based on strengths, areas for improvement, interests and goals. Typically a staff appraisal/performance evaluation form is used.
Research and attach a copy of an appraisal/performance form or design one of your own relevant to the early childhood profession.
3. Determine the scope (goal) of the policy
4. Prepare a draft policy.
Using the provided policy objective and the information from points 1 & 2 complete the following sections to develop a draft professional development policy.
5. Review of the draft policy
List the stakeholders that you would consult with regarding the professional development policy.

List the ways that the draft policy could be disseminated to the stakeholders.

1. Identify the stakeholder.
2. The strategy should be based on sound understanding of stakeholders.
3. Use the BRAID strategy to disseminate the stakeholders.
4. Use the engagement strategies to spread the stakeholders.

Consultation and review of policy

Activity 1

This activity requires you to engage in a consultation process with stakeholders on the draft policy for professional development in an early childhood service. This activity has three parts.
Part A.
You are required to consult with two stakeholder groups:
i. The Director, Workplace Supervisor or Manager of the service to source feedback on the research, content and format of the draft professional development policy. Discussion on the consultation process,the review process for policies, ratification/approval process for policies, advising on policy changes in a timely manner, implementation issues and monitoring the implementation of the policy.
ii. At least two educators to source feedback on the relevance of your research and the identified professional development needs.
Part B.
When you have completed the consultation process, you are required to analyse the findings and write a report on the outcomes.
Part C.
You are required to modify the draft professional development policy according to the outcomes of the consultation and develop a proposed plan for the implementation and review of the revised policy.

Workplace Task - Part A (i).
Stakeholder Consultation - Management

How does the policy reflect current best practice/ legislation or industry standards? Suggestions to improve/extend, more relevant sources.
How does the policy meet stakeholder (educators) needs? Suggestions to improve/extend.
Is the procedure for implementation of the policy attainable, suitable and relevant? Suggestions to improve/extend.
Identify and describe any ambiguities, concerns or issues in relation to the implementation of this policy.
What, if any, changes could be made to improve this policy? (E.g. is the document written in plain English? Does it include clear steps or directions?).
Describe the consultation process for the review of policies.
Describe theratification/approval process for policies.
1. Policies are identified.
2. The person who takes responsibility is identified.
3. Information is gathered,andthe draft policy is organized.
4. Consult the stakeholders and then finalize the policy.
5. The ending process requires implementations.

Describe how the stakeholders are advised of any policy changes in a timely manner.
Comment on how the professional development policy is implemented.
Comment on any implementation issues related to the professional development policy (consider budget allocations/funding, time available, privacy/confidentiality, resources etc.).

Workplace Assessment Task - Part B

When you have completed the consultation process, you are required to analyse the findings and write a report on the outcomes.

Consultation outcomes summary
The consultation was undertaken by planning policies and law for the possible professional development. Then the timing and place of the consultation process are analysed by telephone survey, online survey and council workshops. The people who participated in the consultation process disturb the planning and the decision-making process. Many people thought that there was insufficient enforcement of planning, suggested and outcomes. The mixed views on the decision-making process were presented. The people who participated in the workshops were acknowledged by stakeholders that there are positive elements of the planning system.

Workplace Assessment Task - Part C

Policy Objective:
To facilitate relevant professional development for each staff member based on an annual appraisal/performance review focused on individual goals based on strengths, areas for improvement and interests.

Rationale:
- Staff development
- An operational model for staff development
- Important considerations in implementing the programs for adult learners
- Improving the evaluation process

Procedures:
- Provide the recognition of developments
- Provide valuable information to make the job more productive
- Establishing an understanding of duties
- Focusing on the specific projects and goals
- The concern of employees to become more productive
- Training the employee's career aspirations
- Opportunity to focus on specific goals

Reflect on and improve own professional practice

Assessment Instructions
Students are required to provide appropriate responses to the indicated questions.

Assessment Outcomes
The Early Childhood Education and Care training packages are vocational qualifications that are competency based. For each assessment undertaken you will be assessed as Satisfactory, Not Yet Satisfactory or Incomplete. Where students are assessed as ‘Not Yet Satisfactory' or ‘Incomplete' the trainer/assessor will provide the student with feedback and guidance regarding what needs to be completed for resubmission.

Activity 1
To complete this task go to your reading:
- Critical Reflection.
Think about the three levels of critical reflection described by Miller. You should aim towards reaching Level 2 so that you develop a deeper level of reflection of your practices.

The purpose of this journal is to engage in a reflective practice which enables you to think honestly, deeply and critically about all aspects of your professional practice including your work practices, understanding of the early childhood environment, communication etc. with colleagues, children and families.

Journal Task
The task has been divided into fivekey areas:
1. Your values and beliefs.
2. Your professional philosophy as an Early Childhood Educator.
3. Your practices with children.
4. Your practices with colleagues.
5. Your practices with families.

Over a period of four weeks, you are required to recordthreejournal entries under each of thefive key areas on the template provided.

a) Your 1st entryshould include your thoughts, for example:
- What do I believe?
- What does this mean to me?
- What are my fears?
- What are my strengths?
- What goals should I put in place?
- Who can I use as my role model?

b) Your 2nd entry should include examples from your workplace experiences:
- What happened?
- What did you do/say?
- How did you react and why?
- How did you feel?
- What was the outcome of your actions? (Expected, unexpected, good, not so good....)
- Would you do the same thing again or would you do/say something differently?

c) Your 3rd entry is a short reflection on what you learnt about yourself as a professional.
- What did you do well?
- What did you learn about yourself?
- What goals do you need to set for yourself?

Self-Evaluation and Personal Development Plan

Activity 1
To complete this task go to your readings:
- Code of Ethics.
- Sample Education Philosophy.

This task is designed to allow you to reflect on your existing skills as a beginning early childhood educator. The questionnaire describes the skills and knowledge that you are expected to develop over the next few years as you gain experience as an educator. While you may have already acquired some of the skills and knowledge described in the questionnaire, it is expected that you will be still working towards these over time.

a) Complete the questionnaire: Take time to reflect on your skills and knowledge as you answer this questionnaire.
b) Reflect on your key strengths and identify the skills and knowledge you will work towards.
c) Seek and reflect on feedback from your workplace supervisor.
d) Write one professional development goal that can contribute to your personal development plan.
e) Complete the goal planning form.

Activity 2

This task requires you to reflect on your progress to evaluate the achievement of your goal. You must report on:
a) The actions/things you have done to date to work on your goal.
b) The resources/support you have used or accessed to achieve your goal.
c) Comment on any barriers or problems you have encountered and how you overcome these.
d) Comment on your workplace practices in relation to the legal requirements of the service.
e) Comment on your work experience in relation to ethical considerations and if you have faced any ethical dilemmas. If yes comment on the circumstance and your actions.
f) The stage you feel you have reached in working towards your goal.
g) Comment on whether or not your goal has been realistic in terms of achievement and timeframe.
h) Comment on what you feel you have learnt about yourself as a professional as you have worked on your goal.
i) Have you identified any training requirements? If yes what are they and how will you access this training?
j) Write a new professional development goal for your ongoing personal development plan.

Element 2 Enhance own practice
Knowledge Evidence

Activity 1
To complete this task, you will need to access the services professional development policy.

a) State the main goal/objective of the policy.
b) Briefly outline the requirements for ongoing professional development of educators.

Nurture creativity in children

001 Project Task: Promoting Creativity

Project Task - Promoting Creativity
Create a power point presentation that could be presented to a group of Certificate III trainees called Promoting Creativity.
PowerPoint Requirements:
- No more than 20 slides
- Use photos or other visuals and keep words to a minimum - use key points only on slides.
- You may include a voice over with your power point. However, you must also include your verbal presentation in the notes section of the power point.
- You may like to include a group exercise as a way of reinforcing a particular point such as product vs process art.
- Include a reference page at the end of your slides.
The content of your PowerPoint must:
a. Describe ‘creativity' in the context of Children's Services.
b. Explore the difference between product and process.
c. Explore how the physical environment (including open-ended materials and loose parts) can support creativity.
d. Describe the role of the educator in supporting creativity.
e. Provide examples of creativity in areas such as play (indoors and outdoors), music/movement, dramatic play and the visual arts.

a) Describe ‘creativity' in the context of Children's Services.

- Creativity in children services is very important. Different creativities encourage children to learn out new things and ideas.
- Creativity in context of children service could be new games, puzzles and artwork.
- Such creativities helps to boost up the intelligence level of children,and they will share their thoughts and ideas. Children have hidden talent and creativities helps to stimulate children brain in different areas of development.

b) Explore the difference between product and process.

c) Explore how the physical environment (including open-ended materials and loose parts) can support creativity.

d) Describe the role of the educator in supporting creativity.

e) Provide examples of creativity in areas such as play (indoors and outdoors), music/movement, dramatic play and the visual arts.Facilitate compliance in an education and care service

Assessment Instructions
Students are required to provide appropriate responses to the indicated questions.
Assessment Outcomes
The Early Childhood Education and Care training packages are vocational qualifications that are competency based. For each assessment undertaken you will be assessed as Satisfactory, Not Yet Satisfactory or Incomplete. Where students are assessed as ‘Not Yet Satisfactory' or ‘Incomplete' the trainer/assessor will provide the student with feedback and guidance regarding what needs to be completed for resubmission.

Activity 1

Action Planning
For this activity, you will need to devise an action plan for completion of the entire workplace task (activities 2-14).
In consultation with your Workplace Supervisor discuss the entire task and each of the activities involved. Plan the steps you will undertake to complete each activity and use the template provided to document your planned actions and set timeframes for the completion of activities 2-14. You will need to ensure that you have regular opportunities for collaboration with team members.

Activity 2

Preparation for the Assessment and RatingProcess
This activity requires you to meet with your workplace supervisor and/or Director and investigate the processes your service uses or has used, to undertake an Assessment and Rating review under the National Quality Standards (NQS). In particular, you will need to discuss and document:
• The process the service used to complete the Quality Improvement Plan.
• How the service supported educators to understand the National Quality Framework (NQF) including legislation, regulations and the NQS.
If your service has not yet undergone an assessment, discuss with your workplace supervisor how the service is preparing for an Assessment and Rating Review.
Write a brief report on your findings.

Activity 3

Disseminate information to team
Disseminate information to all educators advising them that you are required to undertake an assessment of the outdoor play space against the NQS as part of your studies.
In your communication inform educators that you will be seeking their contribution to help inform your assessment. You will need to include four questions and/or ideas for them to seek feedback in regards to the strengths, weaknesses and opportunities for improvement in the outdoor play space.
Choose an appropriate method to disseminate this information to your fellow educator's,e.g. via email, written note to all educators, or a notice on the staff noticeboard.

Documentation Required:
a. A communication method used.
b. Copy of the information distributed to educators.

Activity 4

Explore the Outdoor Play Area
In consultation with your workplace supervisor identify the outdoor play area that you will assess. (For example, your service may have separate play areas for infants/toddlers and preschool children).
Draw a sketch of this play area on the template provided. Show how the area is accessed from indoors; include fixtures - sandpit, gardens, trees, storage sheds, gates, shade areas, paving, grassed areas, any fixed equipment.
List the range of equipment and resources available within this area.Please Note: You are not required to list every item of equipment - rather you should list general items available,e.g. Sand play equipment, water play equipment, bikes etc. You should also indicate any indoor equipment/resources that are regularly used outdoors.

Documentation Required:
a. Sketch of the outdoor play area.
b. List of equipment/resources used in the outdoor area.

Activity 5

Meeting regulatory requirements
For this activity, you will need to investigate how the outdoor play area you have selected meets the requirements of Regulation 113 and 114.

113 Outdoor space- the natural environment
The approved provider of a centre-based service must ensure that the outdoor spaces provided at the education and care service premises allow children to explore and experience the natural environment.
114 Outdoor space-shade
The approved provider of a centre-based service must ensure that outdoor spaces provided at the education and care service premises include adequate shaded areas to protect children from overexposure to ultraviolet radiation from the sun.
Ministerial Council for Education, Early Childhood Development and Youth Affairs. (2011). Education and Care Services National Regulations, p. 129.

Firstly, you will need to provide a description, including examples and photographs, of how the outdoor area complies with these regulations.
Next, you will analyse your findings and write a brief report on your findings. Comment on any challenges the service may have in meeting these requirements (for example natural elements).

Documentation Required:
a. Description of how the outdoor area meets Regulation 113 and 114 (include examples and photographs where appropriate).
b. Report on findings.

Activity 6

Checklist for QIP
For this task you are required to assess the outdoor play environment in relation to the National Quality Standard, specifically:

Standard 3.2: The environment is inclusive, promotes competence, independent exploration and learning through play.
Element 3.2.1 Outdoor and indoor spaces are designed and organised to engage every child in quality experiences in both built and natural environments.

In order to this, you will need to complete the Quality Indicator Checklist for your selected outdoor play area. You may add to or modify the checklist to suit your service. As you are completing this checklist think about how the children and educators use the various elements of the play area and how it supports quality outcomes for the children.
Write a report on your findings. The focus of the report is to identify key strengths. You should also identify any challenges in relation to the outdoor physical environment and recommend any areas for improvement.

Documentation Required:
a. Assessment of the environment against the Quality Indicator checklist.
b. Report on findings, identifying strengths and challenges.

Activity 7

The Child's Perspective
For this activity, you are required ‘to look' at the outdoor play space through the eyes of the child and document your findings.
This may be done through, for example:
• Observing:
– How children move into and out of the outdoor area.
– Where children tend to congregate.
– What appears to be the most popular play spaces?
– How children use the equipment.
– How children use play spaces.
• Discussing (where appropriate):
– What they like or don't like about the area.
– What, if anything, they would like to add to the play area or change.
– What is their favourite space?
Make sure you get down to the child's level and observe what the environment looks, feels and sounds like from their height. Consider whether the environment promotes their sense of safety and security yet at the same time supports them to take risks and challenges.

Activity 8

The Educator's Perspective.
For this task, you are required to consult with your fellow educators to investigate their perspectives on the outdoor play space. Develop a list of questions to ask educators that will determine their opinions, ideas and perspectives on the following:
a. Ease of access.
b. Ease of supervision.
c. Ease of access to equipment.
d. The effectiveness of specific play spaces.
e. What they believe children like about the play spaces.
f. What they like/don't like about the play area.
g. What, if anything, they would change or add (if finances were available).
h. How it relates to the centre philosophy.

During your consultation with educators, you should also discuss how they go about engaging with children to support and challenge children's learning in the outdoor play space.

Activity 9

To complete this task, refer to Chapter 6of your textbook‘The Big Picture' and refer to your readings:
• Orientation/Transition Policy.
• UN Convention on the Rights of the Child: In Child-Friendly Language.

The Parent's/Guardian'sPerspective
As part of your assessment of the outdoor environment, you are required to talk tothreeparents/guardians to gain their perspective of the outdoor space at the service. Areas you will need to discuss with each parent include:
• How important is an outdoor play to the parent/guardian?
• What does the parent/guardian like about the outdoor play space?
• What, if anything, would they change or improve?

Document any other relevant information provided by the parent/guardian.

Before you begin print threeof the following templates and use these to record parent responses.

Documentation Required:
a. Three (3) copiesof the attached parent/guardian perspectives template.

Activity 10
Analysis of Findings for Quality Area 3
For this task you are required to gather all the data you have collected and reflect on and analyse this information to develop a report summarising your findings for:
Quality Area 3: Physical Environment
Standard 3.1: The design and location of the premises are appropriate for the operation of a service.
Standard 3.2:The environment is inclusive, promotes competence, independent exploration and learning through play.
Your summary will include:
• Documentation of the relevant policies and procedures that demonstrate evidence of this standard.
• Documentation of the practices, processes etc. that demonstrate evidence of meeting the standard and elements. Use bullet points to highlight key points.
• Identified strengths in relation to the standard and elements.
• Identified areas for further development. These may be any gaps, issues, or areas of non-compliance or they may be related to developing existing quality practices to a higher standard.
• Ideas for quality improvements.
Remember your findings and evidence should link directly to the information you have gathered including the perspectives from children, educators and parent/guardians.

Activity 11

Report onthe Findings
For this task,you will need to seek approval from your workplace supervisor to create a display of your findings. Your workplace supervisor must approve your report and display before it is viewed by the other team members.
You will need to advise the team that you are creating a display of the report and that you are seeking feedback or suggestions for continuous improvement to support quality outdoor play.
Include a brief overview of your findings. Ensure that within your display you have an area that the other team members are able to write and offer feedback. Present your report at a team service meeting.
Write a brief report on the outcomes of the meeting in relation to the feedback given about your report and suggestions for continuous improvement.

Activity 12

Quality Improvement Plan
Using your summary of findings for the QIP and the information gathered from the team/staff meeting; develop a Quality Improvement Plan for one element within:
Standard 3.1: The design and location of the premises is appropriate for the operation of a service
OR
Standard 3.2. The environment is inclusive, promotes competence, independent exploration and learning through play.
For your chosen element you must:
• Identify the issue/s you are seeking to improve (no more than three).
• Suggest an improvement for each of your identified issues.
• Provide a reason for your suggested improvement.
• Provide an outline of the strategies or steps that will or can be taken to achieve this improvement.
Please Note: You are only required to complete the plan in regards to the outdoor environment.
If you have not identified any areas for improvement, you should write a short justification that outlines why there is no need for improvements.

Activity 13

Reflection on the QIP Process

This task requires you to reflect on the process you have undergone to complete the QIP. In your reflection you need to address:
• The skills/knowledge you have developed - for example, time management, understanding of how to assess quality areas etc.
• How you felt about the process - how it is managed and the challenges of gathering and documenting evidence.
• Questions you may have about the review and assessment process and suggestions for the future.

Documentation Required:
a. Reflections on your knowledge and role in the process.
b. Reflection on the process of assessing and planning for quality improvement.
c. Questions and suggestions for consideration in the future.
d. Research and describe two resources / support networks / websites you could access and use that will assist in developing ideas and best practices.

Implement strategies for the inclusion of all children

Question 1

a) Define your understanding of the term ‘additional needs' and provide six examples of the characteristics or behaviors that this term may encompass.

b) Describe the meaning of the term ‘inclusion' in the context of early childhood services.

Question 2
List and explain the seven principles of the Position Statement.
1. Social inclusion
2. Diversity
3. Importance of family members
4. There should be evidence based practices
5. There should be a principle of social inclusion
6. a principle of equity
7. Best interest of a child

Question 3

a) Outline the intent of the Disability Discrimination Act 1992 and list the points specific to education and service providers.

Disability tertiary discrimination act 1992 gives the equal opportunities to all participants in terms of social, cultural and political activities. The act of disability discrimination 1992 provide education and service reforms. The specific points of education include educational authority and educational institutes. While service provider includes services of trade, services of transport and travel, services relating to telecommunication and services provided by a government.

b) Under what circumstances might early childhood services be exempt from the requirements of this act?

c) The United Nations Convention on the Rights of the Child: Article 28 relates to equal access to education. Write the principles of Article 28.

Question 4
To complete this task, refer to (p. 310) of your textbook ‘Frameworks for Learning and Development'.

Question 5
To complete this task, refer to (pp. 10 - 11) of your reading:
• Guide to the National Quality Standard - Refer to NQS Quality Areas 1, 3, 5 and 6.

QA 1
Quality area 1 of national quality standard focuses on educational programs and useful practices. The focused area in this is education standards and learning frameworks.

QA 3
National Quality Standard of area 3 explains the physical environment and basic standard elements of national laws and regulations.

QA 5
Area 5 of national quality standard focuses on relationship with children and standard elements. It basically contribute to quality of education and care of children.

QA 6

Quality area 6 of childcare inclusion focuses on the collaboration with families and communities through partnership.

Question 6
To complete this task, refer to (p. 32) of your reading:
• Guide to the National Quality Standard - Refer to NQS Element 1.1.5 Every child is supported to participate in the program.

a) According to the NQS what does inclusion involve?

b) According to the NQS what is the intent of inclusion?

Question 7
To complete this task, refer to (pp. 12 - 13) of your reading:
• Belonging, Being and Becoming: The Early Years Learning Framework for Australia.

Identify two EYLF principles that reflect a commitment to inclusion.
1. One is ‘respect for diversity'
2. Second is high expectation and matter of equity

Question 8
To complete this task, refer to (p. 314) of your textbook ‘Frameworks for Learning and Development' and your reading:
• Code of Ethics.

Identity the key principles embedded in the Early Childhood Australia (ECA) Code of Ethics that reflect a commitment to supporting diversity and inclusion.

There are numerous key principles of early childhood of code of ethics,
• A child has a strong sense of collaboration, fair and inclusive practices promote equity.
• For children care and education, a respectful and responsive relationship.
• Partnership with families and shared communities support.

Question 9
To complete this task, refer to (p. 14) of your reading:
• Inclusion Works! Creating Child Care Programs That Promote Belonging for Children with Special Needs.

One of the most important roles for an educator within an early childhood environment is to facilitate a sense of belonging and inclusion.
List three strategies educators can use to achieve this.
1. Development of emotional behaviour
2. Educators can identify special needs by building on children strengths and capabilities.
3. Identify their culture, race and ethnicity

Identifying Additional Needs

Question 1
To complete this task, refer to (p. 321) of your textbook ‘Frameworks for Learning and Development'.

List the four primary ways children with additional needs are identified.
1. Children with additional have lack of ability to engage in conversion
2. Repetitive actions
3. They make less friends and relations to peer.
4. They have repetitive and strange language patterns

Question 2
To complete this task, refer to (pp. 369 - 370) of your textbook ‘Frameworks for Learning and Development'.

There are a number of essential practices required to ensure an inclusive program. List three strategies and provide an explanation on how this is evident in practice.

Question 3
To complete this task, refer to (p. 347) of your textbook ‘Frameworks for Learning and Development'.

List the consideration/adjustments that may need to be made in relation to staffing when children with additional needs are enrolled in the service.

Question 4
To complete this task, refer to (p. 14) of your reading:
• Inclusion Works! Creating Child Care Programs That Promote Belonging for Children with Special Needs.

When adapting an activity for a child with special needs the educator can assess experiences to determine how to ensure it is inclusive for the child.
Document the six key questions for adapting experiences as identified within the reading.

1. What are the needs, interest of special children?
2. What factors influence the needs of special children?
3. What inclusive environment could build to create a strengths and capacities of children?
4. What are the additional needs that indicate the extra support of a child?
5. What type of factor are behind the behaviour of special children?
6. How extra needs affect the child emotional development?

Question 5
To complete this task, refer to (p. 356) of your textbook ‘Frameworks for Learning and Development'.

What eight educator strategies should be used to talk to children with any identified language disorders?

1. Develop strategies like to encourage students and classify pictures into different categories?
2. Use a strategy of different games and puzzle solutions
3. Use different word retrieval cues
4. Encourage children to overcome language disorders
5. Provide different listening activities that build sound awareness
6. Learn writing and reading skills
7. Increase child understanding
8. Involve pictures and riddles and pictures that begins with sound

Question 6
To complete this task, refer to (p. 339) of your textbook ‘Frameworks for Learning and Development'.

Identify the support provided by the following specialist services.

Question 7
To complete this task, refer to (p. 349) of your textbook ‘Frameworks for Learning and Development'.

List four possible indicators of visual impairment.
1. Seeing a float spider web
2. Serve, sudden and eye pain
3. Problems with direction of movement
4. Problem of depth analysis

Question 8
To complete this task, refer to (p. 24) of your reading:
• Working with Children with Attention Deficit Hyperactivity Disorder (ADHD).

List the eleven key strategies that child care professionals could be used to support a child with Attention Deficit Hyperactivity Disorder (ADHD).
1. A development of supportive non-judgement approach
2. Embrace a collaborative teamwork
3. The strategy involve inclusion of child with ADHD
4. Minimize visual distraction
5. It must involve be consistent and rules
6. Establish a strategy of child care best professional support children
7. A modified behaviour should be made
8. Strategy involve make simple and organized a child life
9. Encourage exercise
10. It may involve limit distraction
11. Promote thinking of a child
12. Educator must break task to manage

Question 9
To complete this task, refer to your reading:
• What is autism?

Early indicators for Autism Spectrum Disorders (ASDs) cover a range of symptoms, provide four examples for each indicator listed below.

Question 10
To complete this task, refer to (pp. 319 - 320) of your textbook ‘Frameworks for Learning and Development'
You also need to reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the following question.

Scenario: Spiders
The educator has set up a project on spiders, providing a wide range of opportunities for children to explore and investigate. Kyle, Laila, Asher, Tilly and Maya have contributed to the project in different ways.
Kyle (4 years 6 months) has autism. He functions quite well in the service as long as his routine is maintained and he is given plenty of unhurried time to complete tasks. Kyle has limited language and uses word/picture cards to communicate. Kyle loves to draw. His drawings are extremely detailed which reflects his amazing eye for detail. The educator has provided Kyle with a series of photographs of different types of spider webs for Kyle to examine and draw.
Laila (4 years 8 months) is delayed in all areas of development. She finds it difficult to concentrate and stay on task and prefers experiences where she can move around and interact with materials. The educator has created weaving frames made from small trees branches. Laila is working with the educator to make a spider web. She is able to use her fine motor skills to weave wool around the branches to create a web.
Asher (4 years 2 months) has well developed literacy skills. He likes to research information from books and copy things that interest him into his project book. Today he has a book on spiders which he borrowed from the local library. He is drawing a spider and has asked the educator to help him label the spider's anatomy. The educator works with Asher using the reference book.
Tilly (4 years) and Maya (4 years 7 months) are making up a song about spiders. The girls have been invited by the educator to sing their song to the group at morning tea.

Identify the strategies used by the educator that demonstrate inclusive practice.

Question 1
To complete this task, refer to Chapter 8 of your textbook ‘Frameworks for Learning and Development'.
You also need to reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the following question.

Scenario: Tazia
Tazia (4 years 7 months) has four older sisters. As the only son, he enjoys an elevated status in the family. His parents tend to spoil him and his sisters baby him. Tazia is large for his age, has poor co-ordination, and is rather clumsy. His fine motor skills are also poor. Tazia has age-appropriate language skills, although he often does not use his language skills to the fullest. Socially, Tazia is immature for his age. He has difficulty sharing and waiting and is easily frustrated. He tends to react physically when he is upset and seeks out adults to resolve conflicts. Whenever the educator tries to discuss her concerns about Tazia with his mother, she simply dismisses the concerns, saying he's still a baby. Tazia is due to commence school in 3 months.

Describethe cultural issues that the educator will need to address in order to support Tazia's development.

Question 2
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the following questions.

Scenario: Monica
Monica, a quiet, 4-year-old, seemed particularly nervous one morning. She shadowed the educator and was tearful for most of the morning. As they were sitting together on the lounge for a story and a cuddle Monica said: "My daddy hits my mummy and makes her cry". Although taken aback by this statement the educator responded: "I'm sorry your daddy hits your mummy, it must make you very sad and frightened".

a) Identify the additional needs of Monica.
b) Suggest two short-term strategies that can be put in place to support her development.

Question 3
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the following questions.

Scenario: Saari
Saari (3 years) emigrated with her family 18 months ago from a small African country that was constantly at war with its neighbours. Saari's parents were teachers. Now her father works in a factory and her mother is at home with a new baby. Saari has just started childcare and attends two days per week. After her third week Saari told her mother that she no longer wanted to attend. After some gentle questioning, her mother discovered that Saari was being teased by some of the other children because of her dark skin and thick frizzy hair. One boy in particular was being very cruel. Saari tells her mother that she is afraid of this boy. Saari's mother decides to keep Saari at home for the day and calls the service to make an appointment for her and her husband to talk to Saari's teacher.

a) Identify the additional needs of Saari.
b) Suggest two short-term strategies that can be put in place to support her development.

Question 4
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the following questions.

Scenario: AJ
Four-year-old AJ has been described by his educator as ‘4 going on 40'. AJ's mother is a substance abuser and has been in and out of rehabilitation many times. AJ is very mature for his age and tends to act more like the parent than his mother. AJ is always hungry and he is often dirty and smelly. AJ craves affection and enjoys spending one-to-one time with his primary carer. AJ can be very aggressive towards his peers and finds it difficult to share.

a) Identify the additional needs of AJ.
b) Suggest two short-term strategies that can be put in place to support his development.

004 Inclusion in Practice

Question 1
Modifications, adaptations and supports can be utilised within the early childhood environment to assist the inclusion of children with disabilities or special needs.
With reference to the reading define each strategy and provide two practical examples for each strategy.

Question 2
To complete this task, refer to (p. 368) of your textbook ‘Frameworks for Learning and Development'.

a) Define the term ‘task analysis'.

b) Describe how you would use the process of ‘task analysis' to assist a 3-year-old child with poor fine motor and perceptual skills to complete a 12 piece inset puzzle of animals.

Question 3
To complete this task, refer to (pp. 364 - 367) of your textbook ‘Frameworks for Learning and Development'.

Suggest the strategies you could put in place to support the following children:

Question 4
To complete this task, refer to (pp. 314 - 318) of your textbook ‘Frameworks for Learning and Development'.

List the benefits of inclusion for each of the groups listed in the table.

Question 5
To complete this task, refer to (p. 331) of your textbook ‘Frameworks for Learning and Development'.

Explain the ‘child first principle' in relation to children with additional needs.

Question 6
To complete this task, refer to Chapter 8 of your textbook ‘Frameworks for Learning and Development'.
You also need to reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the following question.

Scenario: Yasmin
Yasmin (5 years) is small for her age. Yasmin is delayed in all areas of development due to brain damage at birth. Yasmin's teacher recommends to her parents that they consider another year at preschool to enable Yasmin to consolidate her growing independence and self-confidence. In consultation with Yasmin's parents, early intervention services and the local school, Yasmin will commence a transition to school program. It is agreed that Yasmin will spend 2 hours at the school and return to preschool for the rest of the day. The period of time spent at school will be gradually increased over the two terms. The goal for Yasmin is to gradually integrate into the school setting while having the security of returning to preschool each day. The extended transition program aims to ensure that Yasmin's transition into school will be a positive experience and support her growing self-confidence and independence.

Explain how the educator has demonstrated inclusive practices in her work with Yasmin and her family.

Educators has demonstrate the inclusive practices in her work with Yasmin and her family includes creating an environment both physical and emotional support. Moreover, the involve a kind behaviour treatment with children.

Question 7
To complete this task, refer to Chapter 8 of your textbook ‘Frameworks for Learning and Development'.
You also need to reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the following question.

Scenario A: Jennifer: Attitude of exclusion
Jennifer believes that Lexie, (3 years 6 months) who has a global developmental delay should be attending a special education preschool. Lexie is functioning at a cognitive age of around 2 years. She walks with an awkward gait and is still toilet training. She has a short attention span and likes to go into the bathroom and play with the taps. Jennifer does not believe that Lexie should be enrolled at the preschool because ‘she takes up too much time and it's not fair to the other children.'

Scenario B: Liz
Educator Liz thinks that ADHD is just a convenient label for parents who can't be bothered to discipline their children. She tells her colleagues that ADHD children just need a bit of firm management to ‘fix the problem'.

Explain how Liz's belief will affect her ability to form a positive, professional relationship with the parent of a child diagnosed with ADHD?

In given scenario, Liz is a professional educator. Educator tom must have involve in the participation of enrolment interview with director. Children with diagnosed with ADHD, entails the enrolment with management.

Scenario C: Tom: Attitude of Bias
As part of his professional development, educator Tom has just participated in an enrolment interview with his Director. Parent's Jill and her partner Susan are new to the area and wish to enrol their son Arnie (3 years 7 months). After Jill and Susan have left the building Tom comments to his Director: "I feel so sorry for that little boy. Children shouldn't have to be subjected to such unnatural relationships!"

Explain how Tom's attitude might impact on his ability to form a professional relationship with Jill and Susan?
According to given scenario, Tom's attitude shows negative behaviour towards Lexie. The negative behaviour shows that it is not fair for Lexie. It clearly shows that Jennifer should provide a support care and equal care that she deserves.

Question 8
To complete this task, refer to Chapter 8 of your textbook ‘Frameworks for Learning and Development'.
You also need to reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the following questions.

Scenario: Part A - Tom
Tom (4 years) suffered a brain injury at birth. He has a developmental age of around 2 years, walks with an unusual gait and uses gestures and loud noises to communicate. Tom is not yet toilet trained and needs adult support with other self-help skills.
Tom loves to play with wheel toys and enjoys any types of sensory experience, particularly finger painting, wet sand and water play.
Tom is new to the service and the preschool. Children have been curious about him, asking Cara, the educator, a range of questions:
• Why does he walk funny?
• Why can't he talk?
• Why does he make those noises?

a) Explain how you would respond to the children's questions to promote inclusive attitudes.
b) Explain why it is important to answer the children's questions as accurately as possible (given the children's age and level of understanding).
c) How could the educator support the process of inclusion?

Scenario: Part B - Tom - Block Play
Two children approach the educator and say "Can you take Tom away from the blocks ‘cause he doesn't know how to build and he just knocks them down and we're building a car park."

d) What should you consider before responding to this question?
e) How would you respond?
f) Why is it inappropriate to insist that Tom be included in the block play?
g) The educator, Cara, reflects on the children's responses and interactions with Tom. She decides to engage the children in a discussion on fairness. Describe how Cara could introduce this discussion - how could she introduce the concept of fairness? How could she help children to explore this concept as a hands-on experience?

Supporting Inclusion
List the five elements essential for successful collaboration and summarise the reasons why these elements promote success.

Element
1. Reserved time and collaboration
2. Regular and clear communication
3. Respect for family members
4. An investment in inclusion program
5. To obtain appropriate assessment

Question 2
List nine ways that specialists can assist in the provision of resources and programs to support children with disabilities or special needs.
1. Educational institutes can help or assist children with disability or special needs.
2. Government could help children with disability in order to fulfil their needs
3. Different funding programs
4. Students support group
5. A way of professional support
6. Home based education support to children
7. Practical ways of support
8. Trained and learning environment
9. Cultural and social influence support

Question 3
To complete this task, refer to your reading:
• CONNECT - Examples of Environmental Modifications.

Scenario: Tina
"My name is Tina. I am from the Philippines and I am 4 years old. I came to Australia six months ago with my mother and my two older brothers. My father was Australian but he died in a motorbike accident 3 months ago. We live with my paternal grandparents. I speak English and Filipino. I have 30% vision in my left eye and 80% vision in my right eye. Since arriving in Australia I have had an assessment and mobility training with Vision Australia."
a) What information would you seek from Tina's mother?
b) How would you go about assessing the physical environment in anticipation of Tina's enrolment?
c) How would you incorporate Tina's cultural background into the program?

Question 4
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the following questions.

Scenario : Clara
Clara (3 years 2 months) often complains of sore eyes. She squints when drawing and often holds picture books close to her face. Clara's is quite clumsy and uncoordinated - she often bumps against furniture and trips over.
a) Identify the concerns you have as an educator in relation to Clara.
b) Suggest an appropriate referral for Clara.
Scenario : Alex
Alex (4 years 2 months) is described by his mother as ‘slow' in comparison to his older brother. Alex was late learning to talk and has poor fine motor skills. He has difficulty following simple directions and is easily distracted at story time. Alex is also lagging in his cognitive development and is poor at problem solving.
c) Identify the concerns you have as an educator in relation to Alex.
d) Suggest an appropriate referral for Alex.
Scenario : James
Educator Patrick noticed that James (3 years) seemed to watch and follow other children when he gave directions to the children. He also noticed that James closely watched people's faces when being spoken to and didn't seem to hear what was being said unless he was directly facing the speaker. Patrick also noticed that when sitting at the table for lunch James had difficulty in following the conversation of the surrounding children. James has poor articulation - his speech is sometimes difficult to understand.
e) Identify the concerns you have as an educator in relation to James.
f) Suggest an appropriate referral for James.

Question 5
To complete this task, refer to Chapter 8 of your textbook ‘Frameworks for Learning and Development'.
You also need to reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the following questions.

Scenario: Kent
Date: 12/03/XX
Setting: Indoor play Time: 9.30 a.m.
Kent (4 years) walks to the puzzle table, selects a puzzle and sits down. He immediately tips the puzzle out and attempts to put it back together. He does not turn all of the pieces over and appears to randomly select a piece and tries to make it fit. When the piece does not fit he throws it on the floor. Throughout this process Kent begins to talk to himself. With each piece of puzzle that he fails to place he gets louder. Kirra (4 years) who is sitting next to Kent, says, "Kent, don't throw the pieces on the floor. That's naughty!"
Setting: Morning tea Time: 10.40 a.m.
Kent is seated at a table with four other children. He bangs his hands, palm down on the table several times and looks around at the other children.
Nathan, sitting opposite Kent, says, "Kent, that's too noisy. It's quiet talking time now."
Kent looks at Nathan and bangs his hands on the table again and then pushes back his chair and runs to the block corner. He throws himself on the floor and starts to kick his legs.
Setting: Music group Time: 11.15 a.m.

Kent refuses to join the other children for music. He sits on a chair at the far end of the room and starts to call out to the children, "Bumhead, bumhead, bumhead". The educator walks across to Kent.

"Kent, if you don't want to join in with the music that's okay, but it's not okay for you to call out. You need to find something quiet to do." Kent stands up and begins to jump up and down, flapping his hands and laughing loudly.

Read the scenario and list the behaviours identified in the observations that have led the educator to express concern in relation to Kent's development.

Question 6
To complete this task, refer to Chapter 8 of your textbook ‘Frameworks for Learning and Development'.

You also need to reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the following questions.

Scenario: Sorrel

Sorrel is 3 years old and has Spina Bifida and is now learning to walk with the aid of braces on her legs. She can scoot around the floor on her buttocks with her legs in front of her. She frequently bangs into things with her outstretched legs. Sorrel also has a wheelchair but now that she has braces, it is used less frequently.

Sorrel tires easily and needs to have an afternoon sleep. She needs assistance with toileting and dressing but is able to manage all other self-help tasks on her own.

Sorrel has spent quite a lot of time in hospital and has had limited contact with children her own age. Because of her condition, Sorrel's parents say that they have tended to over-indulge Sorrel and as a result she can be quite demanding if she does not immediately get her own way. She finds it difficult to share and can be very bossy with other children.

a) List the additional information you may need to gather in relation to Sorrel's development and needs.
b) Describe what you would need to do in order to prepare for Sorrel's inclusion in your program.
c) Explain how would you involve Sorrel's parents in your preparation?
d) Describe how you would prepare the other children for Sorrel's arrival?

Reflections on Inclusion

Question 1
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to complete the following task.

Children with additional needs will present with a range of issues that require you to work collaboratively with a range of people - the family, specialist services and members of your team. You may at times be challenged by the additional needs and will need to seek advice, support and guidance to plan programs that support the child in reaching his or her full potential.

REFLECTIVE PRACTICE JOURNAL
a) Reflect on your attitudes towards inclusion. Think about:
• What do you regard as the benefits of inclusion?
• What do you regard as an obstacle or challenge in regards to inclusion?

b) Reflect on your knowledge and skills. Think about:
• How would you manage a situation where the additional needs were beyond your current level of expertise?

c) Write one goal for yourself in relation to supporting children with additional needs.

Question 2
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to complete the following task.

When working with children with additional needs it is essential to consider the needs of the child in the context of the family. Being aware of the range of services available to support children and families allows early childhood services to make appropriate referrals and if necessary act as an advocate for the child and family.

Prepare a profile which identifies and describes the range of foursupport services available in your community to support children with additional needs and their families. You must include the following:
• Name/address/contact telephone number of organisation
• The services provided by the organisation
• How services can be accessed (ie self-referral/referral from service/referral from GP)
• Issues/problems (such as waiting lists, criteria for access)

Simulated Case Study: Jinsong

Question 1
To complete this task, refer to Chapter 8 of your textbook ‘Frameworks for Learning and Development'.

Scenario: Part A - Jinsong
Jinsong Ma (2 years 7 months) is an only child. He lives with his mother and father, who are both in their early 40's, and an elderly aunt. Jinsong was born in Australia and his parents and aunt have been in Australia for 10 years. Jinsong's parents speak to him in Mandarin as well as English. His aunt speaks to him only in Mandarin.
Jinsong's parents are busy professionals and work full time. Until quite recently he was cared for by the elderly aunt who is now unwell and unable to manage his care. Jinsong's parents are seeking to enrol him at the service full time.
Jinsong has a number of health issues. He is allergic to many foods including dairy, eggs, shellfish and wheat products. Reaction to these foods is generally mild but on occasions has been so severe that he has had to be hospitalised.
Jinsong is also asthmatic and uses a nebulizer morning and evening. Jinsong has been slow to reach developmental milestones. He currently is under the care of a paediatrician. Jinsong is also being treated with traditional Chinese medicines to build his immune system.
On the three occasions when the Director has met with his parents at the service, Jinsong did not make any attempt to interact with his parents. He was observed to sit passively on the floor playing with a toy. He made no attempt to explore his surroundings. He was able to follow directions given in English but was not observed to engage in any verbal interactions.

a) Based on the information available in the scenario, list the issues relating to Jinsong's health and development that are of concern.
b) What additional information should the educator seek in relation to Jinsong's additional needs and ongoing care?
c) List the range of care issues/challenges that will need to be taken into account prior to making a decision to enrol Jinsong?

Question 2

To complete this task, refer to Chapter 8 of your textbook ‘Frameworks for Learning and Development'.

Scenario: Part B - Jinsong
Jinsong has been attending the service for 12 weeks. During that time the educator has arranged for Jinsong to be assessed by the Special Education Unit as well as have his hearing tested. The service has also obtained a report from the paediatrician, an Asthma and Allergies Management Plan, and a speech pathology assessment.
Jinsong's parents have been very cooperative and have expressed their appreciation of the thoroughness of the service in seeking assessments for Jinsong. Jinsong's mother has told the educator, Zennie, that she worries that her son is not normal and will never catch up to the other children. She tells Zennie that her husband becomes angry when she says these things as he believes that Jinsong will soon grow out of his health issues and then be able to concentrate on learning.
The assessments and reports have revealed the following information:
• Jinsong is developmentally delayed - currently assessed as functioning at a developmental level of 18 months.
• Jinsong has a 20% hearing loss.
• Jinsong‘s height/weight is well below average for his age - he tires easily.
• Jinsong has poor fine and gross motor skills.
• Jinsong's language is delayed - he has a vocabulary of less than 50 words (a mixture of Mandarin and English)
Through observation and interaction educators have also identified the following information in relation to Jinsong's interests, strengths and needs:
• Separates easily on arrival.
• Has settled well into the daily routine.
• Is beginning to form a secure, trusting relationship with his educators.
• Enjoys outdoor play - wheel toys, sand play, digging in garden.
• Enjoys music and likes to dance.
• Does not initiate interactions with other children.
• Able to follow simple directions - tends to follow the lead of other children.
• Rarely uses verbal language unless prompted by educators.
• Enjoys picture books - can correctly point to some animals and common objects.

a) What policies and procedures would educator Zennie have used when seeking assessments and reports relating to Jinsong's development?
b) Suggest the steps that Zennie should put in place to begin the process of working with the parents.
c) List the documentation that Zennie should take along to the parent meeting.
d) Prepare a list of the matters that will need to be discussed with the parents.

Question 3
To complete this task, refer to Chapter 8 of your textbook ‘Frameworks for Learning and Development'.

Scenario: Part C - Jinsong
Jinsong has been at the service for 15 weeks. He now attends weekly speech pathology sessions. The educator from the Early Intervention Service has arranged to meet monthly with Zennie to review Jinsong's progress. It was agreed that the key learning goals and objectives for Jinsong would focus on motor skills, English language development and social interactions with peers. (Parents will continue to speak to Jinsong in both English and Mandarin).

Based on all available information complete the attached Individual Education Plan (IEP) for Jinsong detailing:
- His strengths and interests.
- His social and communication skills.
- His key areas of developmental concern.
- Three goals for Jinsong's learning and development, including:
• Barriers Jinsong may experience related to achieving the goal.
• Jinsong's strengths related to the goal.
• Strategies for achieving the goal.
- Describe the ways the IEP plan will be communicated/shared with the family.
- Describe the way in which strategies developed in the IEP can be shared with other team members working with Jinsong.

Question 4
To complete this task, refer to Chapter 8 of your textbook ‘Frameworks for Learning and Development'.

Scenario: Part D - Jinsong
Jinsong has been attending the service for 18 weeks. It is now time to review his progress.
• Jinsong has a vocabulary of around 120 words, which is a dramatic improvement. He will now initiate verbal interactions with educators using words, gestures and 2-3 word phrases.
• Jinsong's balance and coordination has improved - he can run with direction, throw, but not catch a large ball, climb up but not down an A-frame, walk with adult assistance along a balance beam, crawl through a tunnel.
• Jinsong can use a spoon and fork to feed himself, hold and drink from a cup without assistance, wash but not dry his hands, assist in dressing self, remove own shoes and socks.
• Jinsong can manipulate and complete 8-10 piece inset puzzles, hold crayons/pens/paint brush using palmer grip, pick up small objects using thumb and forefinger, use large interlocking blocks, build small towers with 6-8 blocks.
• Jinsong will now engage in associative play with peers and occasionally respond to the interactions of another child.
• Jinsong's parents are pleased with his progress as are the Speech Pathologist and the Early Intervention educator.
• Jinsong's parents report that he now refuses to speak Mandarin at home. They are concerned that Jinsong is rejecting his Chinese heritage and have asked Zennie how they can address this at home.

a) Write one new language goal for Jinsong.
b) Provide an example of two experiences that could be provided to support this goal.
c) Suggest what Zennie could do to address the parents concern that Jinsong is rejecting his Chinese culture.

Implement strategies for the inclusion of all children

Activity 1
To complete this task, refer to Chapter 8of your textbook ‘Frameworks for Learning and Development'.
You will also need to access the following website:
• Human Rights Commission (for information on disabled access):

The inclusion of children with additional needs may require modifications or rearrangement of the physical environment to ensure the safety and wellbeing of the child and to promote an appropriate level of independence.
Parker is a 4-year-old child who is enrolling at your service. He requires wheelchair access as he lost the use of his legs as a result of a car accident at the age of 2. Parker is described as bright, happy and outgoing. He uses his wheelchair confidently and is able to get himself in and out of his wheelchair and scoot around on the floor.
In order to facilitate Parker's inclusion at your service you will need to conduct an audit of the service environment.

To complete this task, you must:
a. Use the Physical Access Checklist as a guide to assess the physical environment at your service and identify any potential barriers to inclusion. (You may need to adapt/modify the checklist as required for your service). You will need to consider:
• indoor and outdoor access,
• furniture and furnishings,
• room layout,
• access to equipment (including fixed equipment) etc.
b. Write a report on your findings.
c. Where physical barriers exist suggest how the environment could be modified or adapted to enable the child to access the service.
NOTE: You must seek permission from the service Director before commencing this task.

Document your answers on the ‘Assessing the Physical Environment' template.
a. The furniture should be stable and heavy that cannot be easily knocked over. The rugs should be removed so that a child can easily move around. The objects like wood blocks, secure paper and mixing bowls should be kept steady. A safe place for walker, wheelchairs or crutches should be provided to avoid tripping. Tools with motor disabilities should be provided for holding, releasing or grasping.
b. In this way, he can easily get access to every desired material. If the furniture is stable, he will feel safe. The steady objects will help to remain in place as the child paints, draws or hammers. The tools with motor disabilities will help a child in transferring. A safe place will avoid other children to trip over the disable one.
c. Providing good access for disabling person also provide benefit to other members of the community. Providing a walking aid help child for moving easily. The cars with the sliding path can also help a child who faces difficulty to climb the bus or any vehicle. The slip-resistant floorminimizes the risk of injury. The swinging doors can be easy access to the for disable child as they feel more difficulty with doors including handles.

Activity 2
To complete this task, refer to Chapter 8of your textbook ‘Frameworks for Learning and Development'.

Access your service's Philosophy and Inclusion Policy and report on:
• The steps your service would take to support each of the following groups through the inclusion of
a child with additional needs:
- The child.
- The family.
- The educators.
• How the service supports the child and family's sense of belonging.

Build and sustain an innovative work environment

Activity 1
Tocomplete this task, refer to Chapter 4 of your textbook ‘The Business of Child Care'.

For this task, you are required to reflect over a one week period about aspects of the service relating to innovative practices. You will need to engage with other educators, seeking and recording their feedback through a communication form of your choice. (Eg. Email, questionnaire, poster, survey, form in the staff room, display or verbal interactions.)
You have required to detail the form of communication you used and write a report on your findings from the feedback sought.
Your feedback engagement must include the educators' ideas and practices regarding how this currently occurs in the service and ideas for improvement on the following key points:
• Educator collaboration.
• Building work arrangements.
• Learning formally and informally.
• Celebrating and promoting innovative ideas.
• Consulting with one another.
• Challenges and barriers to innovation.
• Respect, communication, sharing and evaluation of ideas and feedback.
When you have prepared the communication/feedback form, you must have this approved by your workplace supervisor before speaking to the other educators.

Complete the following:
a) Attach a copy/photo of the information -communication/feedback from you and the educators have completed.
b) Write a ½ to 1-page report on your findings.
c) Offer suggestions for procedures and practices the service could adapt to foster further innovation.
d) Research/ offer suggestions for formal and informal learning opportunities to help develop skills for innovation.
e) Refer to the service philosophy in your suggestions.

Activity 2
To complete this task, refer to your reading:
• Innovation in Organisations.

Discuss with your workplace supervisor and choose one of the following four areas to make changes to the workspace that will encourage innovation.
• Programming/study room.
• Staff room.
• Office area.
• Foyer.
You are required to take photographs before and after the ‘makeover'.
Evaluate the workspace, noting pros and cons and consider how it could be enhanced to support innovation and collaboration.
Use web to jot down all of your ideas and those of other educators, regarding changes to the workspace. Try to think of new ways to reinvent the space such as using recycled materials, second hand pieces and making items.
Use the feedback gained from Activity 1 to use as ideas for your space.
Include an area that will specifically promote innovation and collaboration such as a display, memory board, staff praise area etc.
Once completed evaluate your design space and considered any feedback received.
When planning and evaluating you need to consider:
• Knowledge, celebration and promotion of innovation.
• Consultation with other educators and receptive of ideas.
• Ability to evaluate the space.
• Evaluate the impact of innovation.
• Consider the potential for innovation in the selection of resources.
• Design, fit-out and decorate workspace to encourage creative mindsets, collaborative working and the development of positive workplace relationships.

Attachment:- Task and template.zip