Professional Documents
Culture Documents
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
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
YANGON CHILD CARE CENTRE
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.
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.
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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.
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)
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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.
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Obstacle Course
Play Gym
Water Activity
Indoor Activities:
-
Puzzles
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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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Name: _______________________________________________
Weighting: 20%
Due: Week 3
Criteria
HD 85%
DI 75%
CR 65%
PS 50%
FL 49%
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.
Little or no evidence of
research. Explanations are
incomplete or inaccurate.
Information is largely
descriptive and not
supported by facts.
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.
Explicit justification of
decisions behind
pedagogical decisions
relating to teaching
practices and the
Identifies and
discusses key ideas
relating to an Early
Years inclusion plan
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scenario.
the scenario.
scenario.
defined.
Evidence of strong
alignment and detail
between inclusive
practice; teaching;
learning and evidence
gathering (assessment)
in relation to the scenario
Possible deduction
Actual Deduction
1 mark
1- 5 marks
1 5 marks
References
referencing only
1-3 marks
Unnecessarily excessive
1 -2 marks
Word count
APA
Marker Feedback:
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