Zac Smyth is 18-year-old university student who lives on-campus as his parents reside in another state. Zac is studying engineering and enjoys university life. Zac has a part-time job working at the local supermarket for 15 hours each week. Zac has no immediate family in the state, but he has a friend of his parents that he sees from time to time. Zac usually goes home to his family during his breaks but due to his work commitments Zac has not seen his mum, dad, and younger brother for the past 4 months.
Last evening Zac went out to the local pub with a few friends from university. There was a new band playing at the pub and Zac was especially excited to be going. To save money Zac and his friends met up at a friend’s house for ‘pre-drinks’. During this time Zac drank around four full strength beers.
When Zac and his friends arrived at the pub, they headed straight for the bar to get another beer. Zac and his friends were having a great night, the music was good, and the pub was busy.
Later in the evening Zac started talking to a friendly young woman, shortly after Zac was approached by a man who aggressively accusing Zac of talking to his girlfriend. Zac apologised and returned to his group of friends. Approximately an hour later Zac said goodbye to his friends as he decided to head home.
As Zac was leaving the pub, he was followed out by the man who had earlier confronted him. The man was still verbally aggressive and ended up pushing Zac to the ground, resulting in Zac hitting his head on the cement curb of the road. The security guard saw this incident and intervened. Whilst Zac was not punched, he did sustain a laceration to the back of his head. The security guard noticed quite a bit of bleeding and rang an ambulance.
When the ambulance arrived, Zac had a GCS of 15 and could recall the whole incident. Zac appeared to have no other injuries. The paramedics undertook vital sign which they stated were ‘normal’ and applied a bandage to Zac’s head wound. The security guard stated that he ‘didn’t think Zac lost consciousness’.
On arrival to the emergency department, the triage nurse undertook a set of vital signs, GCS and assessed the wound. The triage nurse also took a history from Zac.

This assessment is divided into three (3) parts: Parts A, B and C.

PART A – GENERAL KNOWLEDGE

Refer to the Principles & Practices in Being, Belonging and Becoming, The Early Years Learning Framework (EYLF). Define the following terms in your own words and then provide one (1) example of each term to demonstrate your understanding:
Definition of Inclusion

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Example of Inclusion from your own experience

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Definition of Diversity

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Example of Diversity from your own experience

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Refer to the Early Childhood Australia (ECA) Code of Ethics 2016 and identify two (2) educator’s responsibilities in relation to children and families with respect to diversity.

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What policies and procedures does the Education and Care Services National Regulations require an early childhood education and care service to develop in relation to diversity and inclusion?

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Identify three (3) articles in the United Nations (UN) Convention on the Rights of the Child that reflect an educator’s responsibilities with regard to inclusion.

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Refer to the Guide to the National Quality Standard
(NQS, February 2018, http://files.acecqa.gov.au/files/NQF/Guide-to-the-NQF-3-Guide-to-the-NQS-Part-A.pdf)
and identify at least one (1) Element that relates to how educators guide children’s behaviour and one (1) Element for providing an inclusive environment.

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PART B – SUPPORTING SOCIAL and EMOTIONAL DEVELOPMENT

Identify three (3) ways differing family culture, background and beliefs can impact on an educator’s practices.

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Reflect on your own background and upbringing and give an example of a time when another family’s beliefs and values differed from your own.

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For each of the following age groups, identify the social and emotional developmental milestones typical for each age range (at least two (2) milestones per age group). Refer to the document Developmental Milestones and the Early Years Learning Framework.

Age Range	Examples of Emotional Behaviours	Examples of Social Behaviours
Infants:
0 - 4 months
4 - 8 months
8- 12 months
Toddlers:
Age Range	Examples of Emotional Behaviours	Examples of Social Behaviours
1 – 2 years
2 – 3 years

Pre-schoolers
Age Range	Examples of Emotional Behaviours	Examples of Social Behaviours
3 – 5 years

Refer to the document labelled ‘Understanding Children’s Behaviour’ in CONNECT – this will assist in your research for this question.

Other than a child’s age and their developmental stage, research what other factors could be impacting on a child’s behaviour? List a minimum of three (3)

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Read the following scenario and answer the questions below.

Scenario

Farina is 4.5 years old and has just arrived with his family from Afghanistan. He has well developed gross motor skills and enjoys kicking, throwing and catching. However, Farina has limited English language skills and because of this he tends to play mostly by himself. Susan the educator in Farris’s room noticed that Farina often pushes and hits the younger children, usually girls, causing them to fall.

What possible factors may be influencing Farris’s behaviour? Think about developmental areas and cultural differences.

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As an educator, how would you investigate this further? How would you address this incident in a timely manner?

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What strategies would you use to support Farris’s social & emotional development? Refer content in CONNECT and also EYLF Belonging, Being and Becoming, Learning Outcome 3.1 – Educators promote this learning when………

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What opportunities would you provide to discuss similarities & differences with all children? Refer to content in CONNECT and EYLF, Belonging, Being and Becoming.

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Explain how you will address and respond to the needs and concerns of the other children. Include an example of how your response will be clear, consistent and calm. In your response and example consider how you will draw attention to issues of fairness relevant to the children and engage them in discussions about respectful and equal relations.

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Some children have difficult and challenging behaviours that are outside the norm for their age. When a child exhibits some of this behaviour, it could indicate a behavioural and/or psychological disorder. Identify one (1) such disorder and briefly explain what it is.

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How would you identify a child that may be at risk of harm or illness? Identify four (4) indicators and give some examples of the signs of risk and harm.

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PART C – INCLUSION and ADDITIONAL NEEDS

The term ‘additional needs’ is defined as:

“Additional needsare the term used for children who require or will benefit from specific considerations or adaptations” (referenced from 2018 Guide to the National Quality Framework, page 616)

Refer to this Guide, Chapter 7 GLOSSARY p.616 to assist with your research for this question.

List six (6) categories of need that would identify a child who may require additional support.

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Children attending the service may have a range of additional needs.

For each of the following identify what would be the additional knowledge, skills and responsibilities that you may require as an educator in caring for these children? Use the example below as a guide to complete the individual knowledge, skills and responsibilities for each topic.

Example:

Cultural considerations (e.g. Children with religious dietary needs, dress needs etc…)

Additional Knowledge:

Knowledge required on the specific religion background and the specific needs for the child. Research inclusive practices and strategies to welcome the child into the environment that would suit their individual needs.

Skills:

Clear communication skills with the parents who may have English as a second language. Skills in implementing inclusive practices.

Responsibilities:

To ensure that all children are catered for and included in the educational program. To promote children’s understanding of respect and acceptance of cultural differences. To provide a culturally safe and welcoming environment.

Behavioural disorders

Additional Knowledge:

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Skills:

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Responsibilities:

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Psychological disorder

Additional Knowledge:

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Skills:

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Responsibilities:

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Child at risk of harm or illness

Additional Knowledge:

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Skills:

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Responsibilities:

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Family circumstances and needs i.e. financial hardship

Additional Knowledge:

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Skills:

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Responsibilities:

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Health concerns i.e. Diabetes, epilepsy, febrile convulsions

Additional Knowledge:

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Skills:

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Responsibilities:

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Physical, sensory or developmental disabilities

Additional Knowledge:

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Skills:

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Responsibilities:

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Why is it important to see the whole child and not just the child’s additional needs?

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What are the benefits of inclusion in Early Childhood Education and Care (ECEC) to?
The child with the additional need?

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The other children in the group?

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The educator?

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d) The families?

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What are some of the barriers to inclusion? List three (3).

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Identify & describe two (2) learning experiences where children can experience a different perspective and understanding of inclusion. Describe the experiences in detail stating the learning that will take place and the actual resources.

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Identify and describe three (3) strategies that an educator can implement to encourage and promote participation of a child with an additional need into an ECEC setting.

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Why is it important to work in partnership with families and other professionals to ensure the inclusion of a child with additional needs?

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