Choose one case study and write an academic essay Essay

PART A = Identify the educational postulate of the class/ reading group. Use these educational needs as the basis (headings) for outlining schoolroom practice, including strategies, in order to gentle the versatile perk uping needs of the entire class/training group. Strategies ar to be of a detailed, practical and realistic nature. PART B = score the Education Queensland (or relevant educational body) policies, frameworks, statements and directives that testament stick out implications for this class/training group (include website address). Note how these policies will aliveness your planning that you know pen about in p cheat A.Due Date 20th January, 2014 menstruate EducationSpecialization primordial childhoodLecturer/Course quizzer Noah MbanoWord Count 2380This assignment will identify and address the educational needs present in the early childhood case hit the books. The educational needs macrocosm addressed will be the basis for divulge A, which be, Englis h as a atomic number 42 language (ESL), cultural diversity, amicable skills, intellectual disabilities and conduct management. Pedagogical practices and strategies will be suggested to cater for the diverse learning needs of in either(prenominal) children attending the assist. The focus will be on the delivery of learning opportunities, according to need, to maximise scholarly persons learning ability and non to label the children. case B will support the pedagogical response and planning ideas outline in Part A, by the relevant policies, frameworks, statements and directives from Educational government bodies that implicate the service.PART AEnglish as a Second Language (ESL)/cultural diversityThe case study states that the centre has a number of children with different cultural backgrounds. The firstly educational need hits to ESL and cultural diversity. Educators must respect the diverse cultural backgrounds and chink equity, so children develop cognitionable and f ootsure self-identities (DEEWR, 2009). A positive mind of self is fostered when children are supported in their environment to feel safe, adept and supported (DEEWR, 2009). Early childhood educators should support students for whom English is a uphold language to develop their English language skills, empowering them to communicate and engage at bottom their new environment. From the start of their enrolment, students and their families should be welcomed and feel a sense of be at the service.The centres philosophy should be found on an judgment that parents should be recognised as the childs first and most(prenominal) influential educator, whilst supporting the national shavercare Accreditation Councils musical note area two Partnerships with families (NCAC, 2005). In practice it has been found that, to support a smooth transition parents and child should be encouraged to have a settling in period, which female genital organ be make use ofd to address knowledge about the center its curriculum and cultural background. Educators should ex adjustment this education verbally as well as in a scripted form. During the settling-in period the child has the chance to meet new friends and to become more than familiar in their new environment, whilst in the comfort of their parents. Enrolment strategies are to reckon, support the child, his/her families and caregivers and to differentiate your program to support all cultures.Educators should build an sense of individual culture including norms, values, beliefs, languages, traditions, behaviours, symbols, activities, achievement, and possessions (Ashman & Elkins, 2012). Educators hobo familiarised themselves with the families beliefs and values by providing the parents with English-language programs or translators, helping by collaborating and giving continuing support. Using these strategies to encourage family affaire within the centre will support cultural diversity and an understanding of the wor ld we live in. Example ofthis would be celebrating cultural days, such as Naidoc week within the Aboriginal culture.Workers in the industry report that ways in showing a cultural understanding is to ask families to trifle in family photos for display, to bring home the bacon familiar words from their native language or invite them to talk about their culture or share a special dish are other possibilities. This will help comfort the child into the classroom environment. To support the child, strategies such as simplifying language, making operating instructions clear, breaking down the steps, providing multiple technology devices of communication and observations to recognise combine could be used. Have classroom routines and consistent expectations to help the child understand what they are expected to do. Educators should underwrite individual expectations are clear and unsounded by children to reduce frustration and barriers from being formed (Ashman & Elkins, 2012). Socia l SkillsThe second educational need is the inclusion of genial skills. Educators have the responsibility to fork over a welcoming and safe environment, where children feel accepted and part of a group. Through social interactions children can share knowledge and develop confident self-identities (DEEWR, 2009). Educators should identify each students positive characteristics then use them to establish an understanding of interests to keep them engaged. This helps move towards an inclusive environment. An inclusive classroom should provide a safe, flexible learning environment where all students have sufficient support to achieve outcomes consistent with their capabilities, become willing to command risks, and construct knowledge that is personally relevant and meaningful. Differentiating the program experiences and assessment by taking on an individualised approach aims to promote success and self-consciousness (Ashman & Elkins, 2012).It cannot be assumed that social inclusion wi ll occur automatically to new students (Ashman & Elkins, 2012). Strategies to encourage social inclusion are to ensure all students are actively studyd in the organisation of the classroom the educator thus needs to build a positive relationship with the student, providing opportunities for social interaction in group work, games and activities. Educators are qualified enough to support students friendships and ensure that their classroom is socially responsive. Following up on these aspects should be done promptly with regular observation and review on altermentin social skills from the child. Through anecdotal evidence, documenting these observations have shown to support the notice process and function in justifying and preparing plans for the childs individual needs, interests, strengths and weaknesses (Churchill et al, 2013). reason stultificationThe third educational need is the inclusion of children with intellectual disabilities. every(prenominal) schools aspire to h ave collaborative, school-based terms that are organised to develop demonstrative of(predicate) networks for students, including the intellectually disabled. Educators should recognise strengths and capabilities and not make assumptions about the students ability based on their diagnostic label. Reasonable steps should be taken to ensure students with disabilities are given multiple means for participating in learning. These would involve learning through multiple, examples, media and formats, choice of context and tools, opportunities for demonstration and level of challenges. dedicate students plenty of options for expressing what they know, and provide good examples, feedback and support for their different levels of proficiency (CAST, 2012).Multiple strategies can be guided by the principles from the Universal Design for learning, which is a framework that shifts educators understanding of learner differences. It challenges them to rethink the nature of curriculum materials a nd adorn them with the inherent flexibility necessary to serve diverse learning needs (W undecomposed, 2006, as cited in Module 4, 2014). Strategies that also facilitate this include, varying the token of activities or the method of instruction, providing additional human and technical resources, giving plain support, modifying the ways in which the student will respond, or changing the classroom environment. These variations should be designed in such a way that the student with a disability is able to participate in the learning experiences on the same basis as a student without a disability, and without experiencing discrimination. on that point is anecdotal evidence that contemporary approaches to intellectual disability emphasise make up access, participation, and recognition that a persons level of functioning will improve if appropriate, individualise and supports are provided.Behaviour managementThe fourth educational need is behaviour management. Before considering spe cific learning issues, there are a number of factors outside of the school that influence school behaviour issues family, socio-economics, culture, religion and race and socio- semipolitical factors. Educators should agree that it is important to establish a sticking understanding of socio-culturally satisfactory behaviours when addressing behaviour management. Strategies to encourage positive behaviour bank on a pedagogical approach that sees the educator making adaptations, so the students can work effectively. In practice is has been found that students with behaviour problems ofttimes learn ruff when tactile and kinaesthetic strategies are presented. According to Early puerility Australia (2013) the two main reasons misbehaviour usually occurs is when, children are expressing their feelings and children who have not yet learnt how to do what is expected.Strategies aimed at preventing misbehaviour include mount clear limits with in rate from the children and article of belie f the children what behaviour is appropriate and what is not (Early Childhood Australia, 2013). A critical aspect of maintaining students with behaviour problems in an inclusive classroom is the recognition of the learning difficulties that students face (Mooney, Epstein, Reid, and Nelson, 2003, as cited in Ashman & Elkins, 2012). One of the most important strategies for any teacher is to be a role model and to create a supportive and welcoming classroom. This will encourage all students to persist and work together more inclusively. To encourage appropriate behaviour, supply to child ratios should be obeyed at all times. This will ensure becoming care is been given to each child. Routines to be followed, keeping mealtimes regular and not too late, as some children will be hungry and this can lead to misbehaviour due to irritability.This can be changed by being responsive, flexible and adopting an individualised approach to routines. However sometimes slew change suddenly and thi s can result in routines been disturbed, for example, changes at home and the circumstances affecting behaviour is out of your control. The main idea is to facilitate individuals in development his or her authentic self, through fostering students knowledge in a number of different genres, within a school, family or social environment. As a result of the diverse economic, social, spiritual, cultural, and political realities of our individual lives, a single aim of education wouldnt pillowcaseeveryones needs. Therefore we need to create opportunities that will lead a student to their own success, a success defined by the individual. after all research has shown that the way children learn, is as unique as their fingerprints (CAST, 2012).Including students with educational learning needs in the regular classroom will provide the children with opportunities to interact with more able peers. By interacting in small groups, students learn to listen to what others have to say, understan d that they may have different perspectives, share info and ideas and express different points of view in socially acceptable ways. Although it may appear that time and considerable organisation is focused on children with educational needs, it will have a positive impact on the delivery of the curriculum. The strategies outlined can be used not only for the child in need but all other children in the class will benefit from the additional strategies that will in twist around cater for the multiple ways of learning throughout the class.PART BThe Early years culture Framework (EYLF) is Australias first subject area framework, which forms an important written guideline for the unity of care and practices ensuring all children complex in early childhood education settings experience quality teaching (AGDEEWR, 2009). The EYLFs curriculum supports childrens learning from birth to five years of age, as well as their transition to school. Part A mentions strategies that relate to t he EYLFs curriculum The Being, Becoming and Belonging The Early Years Learning Framework is the document used in all services implementing the guinea pig grapheme Standard. It consists of a set of principals, practices and outcomes that advise educators that children have a cockeyed sense of identity, children are connected with and contribute to their world, children have a squiffy sense of wellbeing, children are confident and involved learners and children are effective communicators.Strategies suggested in Part A directly relate to these outcomes from the EYLF by advocating play-based learning piece of music recognising the importance of communication, language, social and emotional using (ACECQA, 2009). All elements are primal to curriculum making decisions and pedagogy in an early childhood setting. The discipline Quality Framework (NQF) is a tool to assist childcare providers to improve their services in the areas thatimpact on a childs development and empower familie s to make informed choices about which service is best for their child. The NQF has many implications for the centre, including a national legislative framework that consists of the Education and sustainment Services home(a) Law and Education and Care Services National regulations, a National Quality Standard (NQS), an assessment and rating system, a regulatory authority and ACECQA. The Guide to the National Quality Framework directs centres in implementing the framework.The National Quality Standard is liable for administering, including approving, monitoring, and quality assessing and rating. Services are assessed and rated against the Seven Quality Areas this ensures the organisation and its educators are merging the standards and providing high-quality educational programs. The Seven Quality Areas that relate to all practices outlined in Part A, are Educational program and practice, Childrens health and safety, animal(prenominal) environment, Collaborative partnerships with families and communities, Staffing arrangements, Relationships with children, Leadership and service management. Education and Care Services National Law (Queensland) acquit 2011 outlines the legislation that has implications for the service. It outlines regulations regarding inclusion and provisions.The National law establishes the ACECQA, which is responsible for ensuring that the NQF that is implemented consistently across all states and territories. The Child Care standard 2003 directs policies and outlines the lawful standards that implicate the service. These regulations implicate all practices and strategies outlined in Part A, by providing a directive for compliance. The United Nations Convention on the Rights of the Child (UNCRC) sets out rights in 54 Articles and is guided by four primordial principles. The articles are about how adults and governments should work together to make sure that all children get all their rights. The four fundamental principles are, non-dis crimination, the best interests of the child, survival, development and shield and participation. These protocols have implications for the service with its outline of the staple human rights that children everywhere have. This is put in place to ensure that services are meeting the basic needs of children, to help them reach their fullest potential.Many of the rights support planning strategies outlined in part A including the right to his or her own material body and identity, the right to an education, the right to beprotected from abuse or exploitation, the right to express their opinions and have these listened to and, where appropriate, acted upon and the right to play and enjoy culture and art in safety (UNICEF, 2012). The Disabilities Discrimination Act (DDA) education standards outline the obligations to assist people with a disability under the DDA. The DDA therefore has direct implications for the service when catering for children with disabilities to ensure their righ t to participate in educational courses and programs on the same basis as students without disability. This means a person with disability should have access to the same opportunities and choices in their education that are purchasable to a person without disability.These policies support the planning and implementation of differentiated learning, assessment, accommodations, adjustments, re-designing and the general design for learning. Melbourne Declaration outlines a commitment to working to support the development and strengthening of early childhood education, to provide every child with the luck for the best start in life and there for has implications for the service. The Commitment to bodily function supports the planning for part A in such areas as developing stronger partnerships and strengthening early childhood education, advocating services to work towards smooth transitions into schools, providing parents, carers and families with information regarding equity and sup porting young Australians to become successful learners, confident and fictive individuals and active and informed citizens (MCEECDYA, 2008).ReferencesAshman, A., & Elkins, J. (Eds.). (2012). Education for Inclusion and Diversity (4th ed.). Frenchs Forest, NSW Pearson AustraliaAustralian Childrens Education & Care Quality Authority (ACECQA). (2011). Guide to the National Quality Framework. Retrieved from http//acecqa.gov.au/storage/1%20Guide%20to%20the%20NQF.pdfAustralian Government Department of Education, Employment and piece of work Relations (DEEWR) for the council of Australian Governments (2009). Being Belonging Becoming The Early Years Learning Framework for Australia. Canberra, ACT DEEWR.CAST,inc. (2012, May 3). National centre on Universal Design for Learning UDL at a glance telly file. Video posted to http//www.udlcenter.org/resource_library/videos/udlcenter/udlvideo0Churchill, Rick. (2nd Ed.). (2013). Teaching making a difference. Milton Qld John Wiley & Sons Australia, Ltd.Early Childhood Australia. (2013). Managing challenging behaviour. Retrieved from http//www.earlychildhoodaustralia.org.au/learning_and_teaching/childrens_behaviour/managing_challenging_behaviour.htmlMinisterial Council on Education, Employment, Training and juvenility Affairs. (2008). Melbourne Declaration on Educational Goals for Young Australians. Retrieved from http//www.mceecdya.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdfMinisterial Council on Education, Employment, Training and Youth Affairs, MCEETYA (2003). A National Framework for Professional Standards for Teaching. Retrieved January 2, 2014, from source. http//www.curriculum.edu.au/verve/_resources/national_framework_file.pdModule 4 Differentiating the curriculum and universal design principles. (2014). Retrieved January 2, 2014, from http//usqstudydesk.usq.edu.au/m2/mod/resource/view.php?id=167984National child care Accreditation Council. (2005). Quality Improveme nt and Accreditation System Quality Practices Guide. Retrieved from http//www.ncac.gov.au/resources/qias_qpg.pdfQueensland Government. (2012). Disability Discrimination Act 1992. Retrieved from http//www.comlaw.gov.au/Details/C2013C00022Unicef. (2012). Convention on the Rights of the Child. Retrieved fromhttp//www.unicef.org/crc/