TÉCNICA DE PROCESAMIENTO Y ANÁLISIS DE DATOS

Inclusion involves taking into account all children’s social, cultural and linguistic diversity (including learning styles, abilities, disabilities, gender, family circumstances and geographic location) in curriculum decision-making processes.

The intent is to ensure that all children’s experiences are recognised and valued and that they have equitable access to resources and participation and opportunities to demonstrate their learning (Early Years Learning Framework, page 24; Framework for School Age Care, page 24). Educators and co-ordinators challenge practices that contribute to inequities and they

make decisions that promote inclusion and participation of all children. By developing their professional knowledge and skills, and working in partnership with children, families, communities and other services and agencies, they continuously strive to find equitable and effective ways to ensure that all children have opportunities to experience a sense of personal worth and achieve outcomes (Framework for School Age Care, page 12).

Assessment guide for element 1.1.5

Guidance for children of all ages and all service types

Assessors may observe: • children:

• regardless of background, age, gender or ability, being supported to fully participate as valued members of the group

• being acknowledged as competent and capable and being encouraged to do many things independently

• educators and co-ordinators:

• acknowledging each child’s uniqueness in positive ways

• supporting children’s efforts, assisting and encouraging as appropriate

• being consistently aware of and responsive to children who may require additional support, assistance or attention

• noticing and listening carefully to children’s concerns and discussing diverse perspectives on issues of inclusion and exclusion and fair and unfair behaviour.

Q A

1

Q A

1

Standard 1.1

Element 1.1.5

www.acecqa.gov.au

Guidance for children of all ages and all service types

Assessors may discuss:

• how educators and co-ordinators support children to explore different identities and points of view through play and everyday experiences

• aspects of the program that have been adapted or changed to minimise barriers to participation.

Guidance for children of all ages and all service types

Assessors may sight:

• documentation that identifies goals set by families, paediatricians, child welfare workers, early childhood intervention services, psychologists or other therapists, and corresponding plans that demonstrate incorporation of these goals by educators or co-ordinators, for individual children

• equipment and resources that support the abilities, diversity and backgrounds of the children attending the service and support and encourage their participation.

Q A

1

Standard 1.1

Element 1.1.6

Element 1.1.6

Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world.

What we aim to achieve with element 1.1.6

Children actively construct their own understandings and contribute to others’ learning. They recognise their agency and capacity to initiate and lead learning and their rights to participate in decisions that affect them, including their learning.

Viewing children as active participants and decision makers opens up possibilities for educators to move beyond preconceived expectations about what children can do and learn. This requires educators to respect and work with each child’s unique qualities and abilities (Early Years Learning Framework, page 9). When children are given choices and control, they experience connections (Framework for School Age Care, page 7).

Assessment guide for element 1.1.6

Guidance for children of all ages and all service types

Assessorsmay observe: • educators:

• providing children with strategies to make informed choices about their behaviours • encouraging children to make choices and decisions

• displaying delight, encouragement and enthusiasm for children’s attempts to gain new skills and knowledge

• supporting play experiences initiated by children • children:

• making choices and decisions about things that affect them

• openly expressing their feelings and ideas in their interactions with others • initiating play

Q A

1

Q A

1

Standard 1.1

Element 1.1.6

www.acecqa.gov.au

Additional guidance for services with school age children

Assessorsmay observe:

• educators:

• allowing children to direct their own play and leisure experiences with their peers • creating possibilities for peer scaffolding

• children:

• showing leadership, making decisions and following directions given by other children • leading their learning, designing experiences and freely making choices about

participating in experiences

• actively participating in decisions that affect them, including their learning and leisure.

Guidance for children of all ages and all service types

Assessorsmay discuss:

• educators’ expectations of each child’s capabilities

• how educators provide opportunities for children to influence what happens to them and to exercise choice.

Guidance for children of all ages and all service types

Q A

1

Standard 1.2

Standard 1.2

Educators and co-ordinators are focused, active and reflective in designing and delivering the program for each child.

About standard 1.2

Educators and co-ordinators are intentional, purposeful and thoughtful in their decisions and actions. They engage in reflective practice as a form of ongoing learning that involves engaging with questions of philosophy, ethics and practice (adapted from the Early Years Learning Framework,pages 13 and 15.)

What we aim to achieve with standard 1.2

Educators’ professional judgments are central to their active role in facilitating children’s learning. In making professional judgments, they continuously seek ways to build their: • professional knowledge, skills and experience

• knowledge of the children, families and communities attending their service

• awareness of how their own beliefs and values impact on children’s wellbeing and learning. They also draw on their creativity, imagination and insight to help them improvise and adjust their practice to suit the time, place and context of learning (Framework for School Age Care, page 8).