From Both These Question & Answer Guide (With Explanation)

This question focuses on applying theory to practical scenarios.

What This Question Is About

This question relates to from both these and requires a structured academic response.

How to Approach This Question

Focus on explaining concepts clearly and supporting them with examples.

Key Explanation

This topic involves from both these. A strong answer should include explanation, application, and examples.

Original Question

From both these policies make 2 Reimagined policy of 600 words for poster and reflection of 400 words Policy 1- http://www.highvalekinder.org.au/policy/Inclusion%20and%20Equity%20Policy.pdf Policy 2- https://www.oakleighgrammar.vic.edu.au/wp-content/uploads/2022/08/Child-Safety-and-Wellbeing-Policy_July-2022.pdf So pls make seperate headings like Reimagined policy 1 (name)& reflection reimagined policy 2( name) & reflection Kindly use the reading material & references from below also use intext citations. Reimagined policy poster- 600 words for both and reflection 400 words for both Follow the criteria below Also put the references use after reimagined policy and after reflection in both (minimum of 4 references: 2 for Part Reimagined, 2 for Part Reflection) Infographic Poster An infographic poster outlining inclusion and enacting rights of children the unit learning outcomes assessed are: LO1: Argue that all children have rights in terms of diversity, equity, and social justice LO2: Review early childhood policy regarding inclusion and diversity and its implication for curriculum across early childhood settings Guidelines STEP 1: THINK & PLAN Find a policy document from an early childhood setting that specifically focuses on inclusive practice. Examples can be found below. Critically review the resource & start planning/ outlining how you’d creatively reimagine the document based on your emerging understanding, and experiences of, inclusive practice. Consider the following: Does the definition and ideas about inclusive practice expressed in the document match with your understanding of inclusive practice? If yes, then work on how you’d creatively reword it/rephrase it in your own words & if not think about how you could re-create it to better match your approach How have the rights of children in terms of diversity, equity, and social justice been represented in this policy? This builds on the understanding and acknowledgment that all children have rights (for example, right to be heard, right to contribute, right to learn). What examples of practice that evidence children’s rights emerge from the reimagined definition? How does this document illustrate responsive teaching practices that support inclusion, equity, and diversity? STEP 2: DO & REFLECT Make an infographic/ poster that will be used as a resource to guide families & staff. This will include A recreated definition of inclusion based on your emerging understanding of inclusive practice 3 – 5 examples of practice that advocate and evidence children’s rights and emerge from your definition of inclusion. These can be based on your experiences in early childhood settings either through placement or your workplace. Please ensure that they are relevant to children’s day-to-day lives and rights other than the ones stated in the UN conventions on the rights of the child, for example, the right to go on excursions, the right to refuse meals, and so on. Please also include a brief description of each of those rights. Reflect on how you critically reviewed the policy & the implications for practice. This will include: A 200-word reflection justifying the reimagined document: You need to use supporting research & resources from the unit content to justify the definition & the 3-5 examples of children’s rights represented in the document A 200-word reflection on the implications for your own practice: How does this document engage with responsive teaching practices that support inclusion, equity, and diversity? Use supporting unit research & resources. Include a minimum of 4 references (2 for part A, 2 for part B) Chosen Policy- http://www.highvalekinder.org.au/policy/Inclusion%20and%20Equity%20Policy.pdf The following levels of criteria will be used to grade this assessment task: Criterion 1: Re-created policy poster Criterion 2: Reflection justifying the poster Criterion 3: Reflection on practice Criterion 4: Poster presentation + Writing and clarity Criterion 5: Referencing Learning materials Session 1: What is a right, a privilege and inclusion? Session 2: Diversity and Inclusion Policy Law Session 3: Understanding Diversity and Inclusion in Early Childhood Session 1- Learning and Teaching Online During Covid-19: Experiences of Student Teachers in an Early Childhood Education Practicum​ diversity, equity, inclusion, access and social justice. Session2- Regulations And Policies Governing The Early Childhood Sector Regulations And Policies Governing The Early Childhood Sector Review the Victorian Department of Education and Training website and familiarise yourself with some regulations and policies governing the early childhood sector in this state. Create a rights and inclusion mind map based on the following. You can use online mind maps like Miro opens in new window. ​What examples of inclusion-based laws & policies can you find? How are children’s rights represented in these laws & policies?​​ If you haven’t already, please review the NQS & Code of Ethics ​ Consider some of the policies & laws you follow or have come across in ECEC settings and add to mind map Effective Policy: https://www.acecqa.gov.au/sites/default/files/2021-01/DevelopAndUpdatePoliciesSuccessfully.PDF opens in new window Why are policies and procedures important? What type of policies and procedures may be in place in an Early Childhood setting? Research a service’s policies and procedures and answer the following prompts based on their policies and procedures. Inclusion In Australia – Understanding Diversity ​ Valuing Difference In Children Considering your personal beliefs and practices, reflect and chose two types of families that you may find challenging to work with. Consider why it is going to be difficult for you to work with this type of family. How can you overcome this difficulty? Post a strategy you might use to overcome a challenge working with a family to Session 2 Valuing Difference Discussion opens in new window. Whilst reading the article below, consider ways for celebrating/including families in ECE settings. These will be useful for the next session, and your assessment. Resourcing Parents 2011, Tip sheet 2: celebrating cultural diversity in early childhood services, Government of NSW, pp. 1-2 https://www.resourcingparents.nsw.gov.au/ContentFiles/Files/diversity-in-practice-tipsheet-2.pdf opens in new window Session 3- Inclusion Using inclusive language means being aware of who might be excluded by the use of particular words and phrases and trying to find alternative ways of saying things. ​Resource:​ Inclusive language, BeYou Beyond Blue: https://beyou.edu.au/resources/disability-inclusion-guide/quick-guide-to-inclusive-language Anti-Bias Approach In Early Childhood NTI-BIAS APPROACH​ The Anti-Bias approach/ curriculum is designed to actively challenge discrimination, unfairness & stereotyping by increasing the understanding of differences & their value to society. ​ In ECEC, this means the development of an inclusive play-based learning environment/ approach that reflects and celebrates diverse experiences, perspectives, and teaching practices that promote & support the learning of all children in a respectful and inclusive way​. Anti-bias education is a way of teaching that supports children and their families as they develop a sense of identity in a diverse society. It helps children learn to be proud of themselves and their families, respect a range of human differences, recognize unfairness and bias, and speak up for the rights of others. (Derman-Sparks & Edwards 2010) References- Kim, J. (2020). Learning and teaching online during Covid-19: Experiences of student teachers in an early childhood education practicum. International Journal of Early Childhood, 52(2), 145-158. https://doi.org/10.1007/s13158-020-00272-6 ISSN: 0020-7187 Timmons, K., Cooper, A., Bozek, E., & Braund, H. (2021). The impacts of COVID-19 on early childhood education: Capturing the unique challenges associated with remote teaching and learning in K-2. Early Childhood Education Journal, 49(5), 887-901. https://doi.org/10.1007/s10643-021-01207-z ISSN: 1082-3301 Spiteri, J. (2021). Quality early childhood education for all and the Covid-19 crisis: A Fleer, M. (2002). Early childhood education: A public right and not a privilege. Australasian Journal of Early Childhood, 27(2), 1-6. https://doi.org/10.1177/183693910202700202 ISSN: 1836-9391 viewpoint. Prospects, 51, 143-148. https://doi.org/10.1007/s11125-020-09528-4 ISSN: 0033-1538 https://humanrights.gov.au/our-work/un-declaration-rights-indigenous-peoples-1 https://declaration.humanrights.gov.au/sites/default/files/declaration_abridged_community_guide.pdf Department of Education and Child Development. (2016). Early years learning framework: Perspectives on Aboriginal and Torres Strait Islander cultural competence – The journey for educators: Growing competence in working with Australian Aboriginal and Torres Strait Islander cultures (pp. 1-4). Government of South Australia. http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/01/Persepctives_on_Aboriginal.pdf Early Childhood Australia. (2019, August 1). Exploring Indigenous ways of knowing and being. The Spoke: Early childhood Australia’s blog; Early Childhood Australia. http://thespoke.earlychildhoodaustralia.org.au/exploring-indigenous-ways-knowing/ Davidson, J. L. (2020, February 28). Preserving Indigenous languages. The Spoke: Early childhood Australia’s blog; Early Childhood Australia. http://thespoke.earlychildhoodaustralia.org.au/preserving-indigenous-language/ Summerville, J., & Hokanson, J. (2013). Cultural perspectives on learning: Building the foundations for working with Aboriginal & Torres Strait Islander children and families (pp. 1-88). Shift Consulting Group Pty Ltd. https://www.childaustralia.org.au/wp-content/uploads/2017/02/Cultural-Perspectives-on-Learning_compressed_Jan2014.pdf SNAICC. (2020). Promoting, exploring and celebrating Aboriginal and Torres Strait Islander cultures: 1 – outcome 1: Children have a strong sense of identity (pp. 1-15). SNAICC. https://www.acecqa.gov.au/sites/default/files/2020-12/Outcome1-ChildrenHaveAStrongSenseOfIdentity-SNAICC.pdf Include Me. (2016). Honouring Indigenous connections: Linking culture to education and care practice (pp. 1-28). NSW/ACT Inclusion Agency. https://inclusionagencynswact.org.au/resources/honouring-indigenous-connections Kellard, K., & Paddon, H. (2016). Indigenous participation in early childhood education and care – qualitative case studies (pp. 1-107). Social Research Centre, ANU. https://www.acecqa.gov.au/sites/default/files/2020-12/IndigenousParticipationInECEC-QualitativeCaseStudies.pdf ISBN: 978-1-76051-013-8 Department of Education and Child Development. (2016). Early years learning framework: Perspectives on Aboriginal and Torres Strait Islander cultural competence – The journey for educators: Growing competence in working with Australian Aboriginal and Torres Strait Islander cultures (pp. 1-4). Government of South Australia. http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/01/Persepctives_on_Aboriginal.pdf Giugni, M. (2014). Rethinking images of inclusion: A picture book for children’s services (pp. 1-32). ACT Professional Support Coordinator. https://multiverse.com.au/wp-content/uploads/2018/10/rethinking-images-1.pdf https://thespoke.earlychildhoodaustralia.org.au/developing-inclusive-relationships-among-early-childhood-staff/ Good Run Solutions. (2010). Practice: Anti bias curriculum in early care and education (pp. 1-2). Good Run Solutions. https://web.archive.org/web/20210416155609/https://www.goodrunsolutions.com.au/resources/downloads/practice/infosheets/Practice_GRS_Anti_Bias_Curriculum_in_Early_Care_and_Education_0710.pdf https://www.education.vic.gov.au/Documents/childhood/professionals/learning/FINAL_Transition-Resource%20Kit_6.4-SBA-only-March-2019.pdf Kuh, L. P., LeeKeenan, D., Given, H., & Beneke, M. R. (2016). Moving beyond anti-bias activities: Supporting the development of anti-bias practices. YC: Young Children, 71(1), 58-65. https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=114680491&site=ehost-live&authtype=shib&custid=s1145751 ISSN: 1538-6619 Scarlet, R. R. (2017). The anti-bias approach in early childhood 15 years on. Every Child: The Magazine of the Australian Early Childhood Association, 23(2), 24-25. https://doi.org/10.3316/INFORMIT.048438483306782 ISSN: 1322-0659 Social Justice In Early Childhood opens in new window is the associated blog that shares real stories of anti-bias in practice.​ Each story is different and gives us insight into practice/s which other educators employ.​ Understanding Anti-Bias Education: Bringing the Four Core Goals to Every Facet of Your Curriculum​ opens in new windowfrom the National Association for the Education of Young Children.

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