Theo is 2.5 years old. He attends your early learning service two days a week.

Theo is 2.5 years old. He attends your early learning service two days a week. You have noticed he likes to play with the large toy truck. When another child wants to play with the truck while Theo is playing with it, Theo becomes upset and sometimes hits the other child. Answer the following questions: Is this behaviour appropriate for a child Theo’s age and developmental stage? Explain why or why not. Why is it important to have age-appropriate expectations for a child’s behaviour? Use your critical reflection skills to reflect on your life experiences, values and beliefs. Write a short statement to describe how these experiences, values and beliefs impact/influence your expectations on children’s behaviour. Looking beyond the child’s immediate behaviour is important to understand their needs. The 5 domains of self-regulation can provide us with a starting point to understand what a child is trying to tell us through their behaviour. Complete the following table to describe what may be underlying this behaviour in Theo. Domain of self-regulation Short summary of the domain How could this help us understand and respond to Theo’s behaviour? Biological domain Emotional domain Cognitive domain Social domain Prosocial domain Describe two benefits building genuine relationships with Theo could have on his self-esteem and self-concept. 1. 2. Understanding that there are many variables and influences on children’s individual behaviour can support the educators’ understanding of how to have inclusive practices. Use the table below to explain how each of the following potential contributing factors could be influencing Theo’s behaviour and reflect on how having knowledge of these influences may support your practices. Potential contributing factors How could this influence Theo’s behaviour? What practices can you implement or chnage to support Theo? Lack of consistency with educator’s practices Sensory processing Curriculum design Environment set up. Group size Group dynamics No sense of belonging Recent and current events in the community and/or child’s life You decide to talk with the lead educator about what you have observed with Theo. Your room leader has also noticed this behaviour. He suggests you adapt the play environment to better suit Theo and the other children’s needs. Using your answers in the question above as a starting point, describe two changes you can make to the physical environment. The changes need to support a social environment so Theo and the other children can collaborate and continue to practice their pre-social skills. Change 1 Change 2 Describe how your proposed changes to the physical environment reflect the elements of Quality Area 3 – Physical environment from the National Quality Standard (NQS). Emotional regulation develops in children firstly through the child experiencing co-regulation. This is an important practice to support children to develop resilience. Identify one (1) relationship-based guidance strategy you can use to co-regulate with Theo when he is experiencing distress, thinking back to the truck incident in the case study and how you would navigate this situation. Discuss how you could implement, monitor and evaluate the strategy. Describe the strategy and how it can support Theo’s emotional resilience. How the strategy could be implemented How could you monitor and evaluate the effectiveness of the strategy? How could you adapt this strategy to support Theo to self-regulate in the future? After you adapt the environment and your strategies to better support Theo, you talk about these changes with the other educators in Theo’s room. One educator says: “Theo just needs to learn to share. I usually take the truck away when he cries and hits.” Is this response from the other educator a relationship-based guidance strategy? Explain why or why not. Quality Area 5 from the NQS outlines the importance of relationships with children. Describe how the response from the educator does or does not reflect this quality area. How could you respond to this statement to pro-actively challenge the educator’s attitude towards inclusion? Describe how modelling relationship-based guidance strategies can support other educators to improve their inclusive practice.

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