CHILDS NAME: Farah

AGE: Two (2)

Inclusive
Plan

DATE: March 2014

RATIONALE FOR INCLUSIVE LEARNING OPPORTUNITIES:

This inclusive plan will aim to provide learning opportunities aimed for young children that align with the learning
outcomes of the Early Years Learning Framework (EYLF). The outcomes of EYLF align the framework goals of
belonging, being and becoming to children in early years. The outcomes are:

Children
Children
Children
Children
Children

are confident and involved learners

have a strong sense of identity
are connected with and contribute to their world
are effective communicators
have a strong sense of wellbeing

The five learning outcomes within the EYLF communicate cultural awareness and capability, inclusive practices
and respect for diversity. The Early Years Learning Framework visions childrens culture and family experience of
belonging, being and becoming (Early Years Learning Framework: 2009:16). Through the use of inclusive
practices, which provide children to acknowledge, incorporate and support, children will recognise and value
personal experiences and abilities.
EYLF recognises and honours cultural awareness and capability influenced by family traditions and ancestral
knowledge, but also through experiences, values and beliefs of individual families. Educators must show their
ability to understand, communicate and effectively interact with people across cultures (Early Years Learning
Framework: 2009:13). Those who are successful, effectively show respect for diversity embedded within cultural
aspects of learning.
Through implementing an inclusion plan, cultural awareness and capability, inclusive practices and respect for
diversity can be achieved. Inclusive practices aim to provide support to children through acknowledging,
supporting and incorporating their diverse needs (Department of Education: 2002: 16). Learning opportunities
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IMPLEMENTATION PLAN
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have been designed to implement and guide the education aligned with the observations of Farahs interests and
strengths within this inclusion plan.

CHILDS NAME: Farah

AGE: Two (2)

DATE: March 2014

BACKGROUND CULTURAL INFORMATION:

Farah is a two year old female who was born in Malaysia. Farahs family includes her father, mother, 4 year old
sister, Sophia and 3 month old brother, Ahmad. In August 2013 (8 months ago) the family moved from Malaysia to
Australia to be closer to their extended family and introduce the youngest siblings (Farah and Ahmad) to close
friends and family. The family, who are faithful Muslims, speak very little English at home. Farah and her family
speak Malay, whilst her father can also speak reasonably fluent English from research and the nature of his job.
Communicating with Farahs family requires face to face, body gestures and respectful interaction. Malays rely on
non-verbal communication to ensure they feel comfortable and the desire to interact. Whilst the interaction of
Farahs family and the centre is in an early stage a digital translator is required (for mainly the mother) to enhance
communication and build rapport.
Farahs family regard education highly and value a holistic and spiritual approach to the growth of the younger
generation. Their importance of living and learning together with emphasis on unity, loyalty and respect for others
shows the social structure of this family. Religion is again highly significant for Farahs family, believing that the
best teaching parents can give is the teaching of good manners and self-belief. Valuing and coming from a
multicultural background the family request the centre to respect customs and tradition of their culture.
DOT POINTS OF OBSERVATIONS AND INTERACTIONS WITH THE CHILD:
During the observations of the child, Farah appears to:

Shy away from others when first arriving at the child care centre.

Limit her English speaking abilities in front of her Mother.

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Jessica Gorman 1059248

IMPLEMENTATION PLAN
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CHILDS NAME: Farah

AGE: Two (2)

DATE: March 2014

Increase her English speaking abilities in front of her Father.

Often become upset and distressed to her Mother when being dropped off at the child care centre.

Become excited and proud of her siblings, Sophia and Ahmad when they come to the child-care centre for pickups.

Engage in parallel play to students she has a good rapport with.

Shy away of new children and confide in solitary play.

Engage with music, dance and dramatic play.

Lack self-confidence within her ability to achieve.

Enjoy art and drawing; especially colourful arts and painting

Reading and looking at images in common Television show story books.

Understand the structure and nature of their day at the child care centre (Arrive, Play, Eat, Play, Eat, Sleep, Home)

Food never to be eaten from child care centre. Food always provided by Mother/ Father on arrival.

Love inside and outdoor play. Like role playing as a doctor or nurturing provider (carer, mother, grandmother, nurse)

EYLF LEARNING OUTCOME ONE

Educators Learning Opportunity:

Children have a strong sense of identity:

Farah finds it difficult to develop trust and primary

relationships with children and educators. It is vital in
ensuring that Farah feels safe and supportive within the
learning centre and the centre provides avenues for
Farah to become confident and develop skills for the
future.

Children feel safe, secure, and supported

o Establish and maintain respectful,
trusting relationships with other children
and educators.

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Educators will comfort and support Farah in

times of difference or change. Picture routine
charts will be displayed by learning centre to
show the daily routine. Children like Farah will
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CHILDS NAME: Farah

AGE: Two (2)

DATE: March 2014

become aware of the daily routines and

recognise the symbols and images on the
picture routine cards.

Educators will ensure that the relationship

between family and child-care centre is
forming through discussing Farahs progress
and interests with Mother and Father.

Educators will assist Farah by slowly

interacting with her interests, trying to
include her in as many opportunities as
possible. They can initiate in interest based
conversations or creating a play opportunity
(involving materials/ resources) relating to
interests.

Farahs parents will be encouraged to

reassure Farah into the transition of the child
care centre to feel comfortable and secure
with educators and other children.

EYLF LEARNING OUTCOME TWO

Educators Learning Opportunity:

Children are connected with and contribute to their world

Engage Farah in constructive play which will open her

ability to contribute to group outcomes. By using
constructive play and shared play children will advance
and enhance learning more than engaging with parallel
play. Farah will be given a number of opportunities to
excel and participate with her interests.

Children become socially responsible and show

respect for the environment
o Participate with others to solve problems
and contribute to group outcomes.

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Encourage Farah to share equipment with

other children within the centre. Encourage
her for this. Example:

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CHILDS NAME: Farah

AGE: Two (2)

DATE: March 2014

Give Farah a puzzle and allow her to work cooperatively with another child. Watch from a
small distance and once puzzle is complete
(and turn taking) praise them (Yay, Great
Sharing!) for sharing.

Use dolls to encourage role play. Again praise

children for working together and engaging in
co-operative play

EYLF LEARNING OUTCOME THREE

Educators Learning Opportunity:

Children have a strong sense of wellbeing

Children can participate in a family orientated food day.

Although children are only 2 years of age, they
recognise different types of foods associated to their
culture or background.

Children become strong in their social and

emotional wellbeing
o Experience and share personal successes
in learning and initiate opportunities for
new learning in their home languages or
Standard Australian English.

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Parents of the child care centre would be

notified weeks before the day. Families pack
food for their child on this day specific to their
family background or culture.

At lunch time, children can discuss their

(minimal) knowledge of their culture, family
and what their lunch represents.

Farah will be communicating with other

children and practising Standard Australian
English. Farah will also teach other children
her background and family.

Educators to assist in asking questions about

their lunches and family background.

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CHILDS NAME: Farah

AGE: Two (2)

DATE: March 2014

EYLF LEARNING OUTCOME FOUR

Educators Learning Opportunity:

Children are confident and involved learners

Allow children, such as Farah to become familiar with

their environment both inside and outside. Encourage
Farah to play with other students in rotational activities
to broaden her experiences.

Children develop a range of skills and

processes such as problem solving, inquiry,
experimentation, hypothesising, researching
and investigating.
o Use reflective thinking to consider why
things happen and what can be learnt
from these experiences.
o Explore their environment.

Set up rotational activities for indoor and outdoor play.

Choose a setting (either inside or outside) and limit the
children to this area.
Outdoor Activities:
-

Obstacle Course

Balls and Hoola Hoops

Play Gym

Water Activity

Indoor Activities:
-

Art and Craft

Puzzles

Quiet Reading/ Looking at picture books

Mix and Match Cards (matching images to words)

Toys (Dramatic Play)

Use music as a tool of allowing children to change to

the next rotation, or a different rotation. Children will
become familiar with the music and the representation
it brings during rotational play.

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IMPLEMENTATION PLAN
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CHILDS NAME: Farah

AGE: Two (2)

DATE: March 2014

EYLF LEARNING OUTCOME FIVE

Educators Learning Opportunity:

Children are effective communicators

Farah enjoys engaging with indoor and outdoor play.

She also enjoys art and craft using bright colours.

Children interact verbally and non-verbally with

others for a range of purposes

Educators will provide an outdoor area and

provide ample art resources for Farah to
engage with others. Be sure when talking
with Farah to speak clearly and use hand
gestures and direct eye contact.

By using large pieces of paper, variety of

coloured paints and paint accessories
(stamps, different size brushes) Farah can
express her love of painting.

Ask Farah to paint something she likes and

provide words or letters to outline her
painting.

o Engage in enjoyable interactions using

verbal and non-verbal language

Reference List
Australian Government Department of Education, Employment and Workplace Relations. (2009) Early years
learning framework for Australia
The State of Queensland (Department of Education). (2002) Guide to Productive Pedagogies: Classroom reflection
manual. Brisbane, Australia.

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CHILDS NAME: Farah

AGE: Two (2)

EDU343: The Diverse Learner Across Early Childhood Contexts

Assessment task 1: Inclusion Plan

DATE: March 2014

Name: _______________________________________________
Weighting: 20%

Due: Week 3

Criteria

HD 85%

DI 75%

CR 65%

PS 50%

FL 49%

Knowledge and application of

legislation and policies on
inclusion.

Evidence of extensive
research beyond the
course materials and set
text to support well
structured, logical, and
well-reasoned
(compelling) response to
the scenario. Depth of
content reflects thorough
understanding of topic

Evidence of research
beyond course materials
and set text. Information
is structured, logical and
coherent. Key points
substantiated and well
supported.

Adequate evidence of
research beyond course
materials and set text.
Key points are accurately
explained and
adequately
substantiated.

Appropriate use made

of a limited range of
research.

Little or no evidence of
research. Explanations are
incomplete or inaccurate.

Provides some support

for key points, but
needed to elaborate
further with
explanations and
examples.

Information is largely
descriptive and not
supported by facts.

Knowledge and application of

Early Years Frameworks and
curriculum.

Critical and sophisticated

analysis and application
using ideas and
principles beyond those
introduced in the Early
Years documentation.

Information shows a
resourceful and
imaginative analysis and
application using ideas
and principles introduced
in the Early Years
documentation.

Information shows
evidence of analysis and
application using ideas
and principles introduced
in the Early Years
documentation.

Adequate information
has been included on
relevant Early Years
documentation. Some
discussion using ideas
and principles of the
EYLF.

Necessary information on
Early Years has not been
included. Information is
limited to descriptions and
includes frequent
unsupported facts and
opinions.

Establishes a clear rationale

and application of inclusive
practice.

Explicit justification of
decisions behind
pedagogical decisions
relating to teaching
practices and the

Clearly and concisely

describes and explains
curriculum decisions
relating to inclusion and

Explains in some detail

decisions around the
Early Years inclusion
plan that are linked to the

Identifies and
discusses key ideas
relating to an Early
Years inclusion plan

Descriptive with some

discussion of an Early
Years inclusion plan. Links
to the scenario are not

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CHILDS NAME: Farah

AGE: Two (2)

DATE: March 2014

scenario.

the scenario.

scenario.

and the scenario.

defined.

Problem solving strategies to

determine inclusive learning,
teaching, and assessment
strategies that facilitate
achievement and success for a
diverse needs learner in a given
scenario.

Justifies decisions based

on critical analysis that
demonstrates
exceptional knowledge of
learning, teaching and
evidence gathering
(assessment)in Early
Years contexts

Evidence of analysis and

precise links between
inclusive practice;
teaching; learning and
evidence gathering
(assessment) to in
relation to the scenario.

Evidence of strong
alignment and detail
between inclusive
practice; teaching;
learning and evidence
gathering (assessment)
in relation to the scenario

Inclusion plan includes

key ideas for learning;
teaching in Early Years
context.

Strategies for inclusive

teaching, learning are
fragmented.

Penalties applied to:

Marks will be deducted for

Possible deduction

Actual Deduction

Criteria Marking Sheet to be

attached to the assignment

No mark sheet attached to Assessment Task1

1 mark

Language Skills: grammar,

spelling, correct punctuation
clear and concise writing style,

Numerous mistakes indicating poor editing

1- 5 marks

Overall Presentation of the

assessment task: logical; well
structured, easy to follow and
reader friendly

Poorly organised and/or hard to follow

1 5 marks

References
referencing only

Referencing is not APA; not accurate; frequent errors

1-3 marks

Unnecessarily excessive

1 -2 marks

Word count

APA

Explains links between

learning and
assessment.

Strategies for assessing

children in the early years
are not well structured.

Marker Feedback:

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