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Thi Phuong Oanh Vo - s8200226

Q1. I also use observations and documentation to ensure my judgments are based on evidence rather than assumptions. When I hear labels such as “not ready,” I critically question whether expectations are developmentally appropriate or culturally biased.

To address bias, I will reflect on my own beliefs and assumptions, seek feedback from colleagues, participate in professional learning on inclusion and equity and focus on strength-based approaches, recognising each child’s unique capabilities.

Q2. To ensure every child feels valued, I intentionally create an inclusive and supportive learning environment. For instance , in our room, when lunch time comes, teacher will choose two students who have good behavior during that morning to help her bring the food trolley from the kitchen. We choose different students every day so that they feel valued and inclusive. Another example, we make sure that everyone can join and engage in activities as well as group tasks and present their ideas.

Q3. Collaboration with colleagues is essential to promote inclusion. I actively engage in professional discussions and team meetings to reflect on children’s participation and identify any inequities, sharing observations to gain different perspectives and reduce individual bias, co-planning learning experiences that are inclusive and accessible to all children and mentoring and feedback to support each other in improving practice.

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Q1. Understanding of inclusion

My understanding of inclusion has developed from focusing on planned celebrations to recognising it as part of everyday interactions. During placement, I have learned that inclusion is shown through how educators respond to children’s comments and support respectful relationships. For example, instead of ignoring comments about “weird” food, I now see these as opportunities to promote understanding and belonging.

This aligns with APST 1.3, as I acknowledge and value children’s diverse cultural backgrounds in daily practice.

Q2. Response in the moment and future practice

In this situation, I would respond by saying, “Everyone’s food is different, and that’s what makes us special,” and encourage respectful curiosity. I would support the child to feel comfortable and redirect the conversation positively.

This reflects APST 4.1 and 4.4, as I am supporting participation and ensuring a safe, respectful environment. In future, I would be more intentional in addressing these moments as opportunities for teaching inclusion.

Q3. Strategies to support respect for diversity

To support children’s understanding of diversity, I would embed inclusive practices in everyday interactions. For example, during mealtimes I would encourage children to share about their food and model respectful language like, “That’s different to mine.” I would include multicultural resources such as diverse dolls, books, and pretend foods, and set up role-play experiences like a “restaurant” to explore different cultures.

Planned experiences could include cooking simple cultural dishes, reading inclusive stories, and creating an “Our Families” display to reflect children’s backgrounds. I would also use group discussions to build empathy and understanding.

These strategies align with APST 1.3, 2.4, 3.3, and 4.1, promoting inclusion, respect for diversity, and active participation for all children.

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Group 1: Kaniz Fatema Tisha (s8200435)

Q1: A multilingual communication portfolio or learning documentation panel would be my artefact which will include engaged children’s photos in activities, using visuals in the classroom (pictures, gestures, symbols), stories with translated texts, family contributions. These artefacts represent inclusion by ensuring everyone’s participation, making learning visible & accessible to family members with limited English, and finally valuing children’s cultural identities & home languages.

Q2: For me, the most challenging substandard was APST 7.3: Engage with parents/carers in the educative process. During my placement, sometimes it was very difficult to communicate if families had limited English. Additionally, interactions were brief, only drop-off/pick-up time. Moreover, I had lack of confidence in using non-verbal or alternative communication strategies. For example, I met with a child during my placement who do not know English, even his family members as well, they only speak Spanish. It was a great challenging for me as I cannot speak Spanish. However, these challenges helped me to think critically by using visual communication & translation tools, learning children’s home languages keywords and building trust through friendly interactions.

Q3: I would use different approaches to build meaningful connections with families and communities. Firstly, I will include daily communication strategies by using visual boards, photos, updates sharing through apps. Using home language is another approach to learn basic words of children’s language and provide translated resources. Another most important approach is home-centre connections. I will invite family members to share their cultural practices, experiences or traditions. I will connect families with local community services, cultural organizations or language support groups. I will create flexible meeting times for families and communicate friendly during drop-off/pick-up time. Finally, I will use digital communication apps like Seesaw or Storypark for translation.

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Liz Harris s4666274

Q 1 To support the childs voice and perspective is heard as an ECT I would do several things.

initially we as educatords do not know whty the child rearly speaks during Whole group discussions so I believe it is our role to be inquisitive and do research to improve our understanding of the child.

The first action I would take would be to talk to the family to help me get to know the child. I would try to learn about the families situation, demographics, structurre and family dynamics, I would like to know about the childs family environment and culture, what language they speak at home, and how the child interacts within the family.

The second action I would take is to make teaching and learning opportunities for example I would discover the childs drawing with the child and as them to talk about their drawing. I would probable annotate what the child says. I could also extend this by asking the child to share what their drawing is about to a small group of children, scaffolding small group communication, peers and have peers share and discuss their own drawings. (in contrast to the whole group).

In addition, I would consider reaching out to the inclusion support team to ask for an assessment and support, or perhaps the preschool field officer.,

APTS 1.1, 1.3, 1.5, 1.6,3.5, 3.7, 4.1, 4.4, 5.1, 7.3

Q2 Addressing unconcious biases.

Initially I would use reflective practice to challenge any unconsious bias I may have. I would like to keep an open mind and explore all options as to causes and effects of the childs behaviour. I would aim to ask other professionals opinions and do some oadditional observations and assessments as part of the investagative process to best support the child.

Q3. understanding of inclusion evolved.

I completed a Bacheor of applied science in disability studies and worked at a specialist education setting for many years.

I feel my understanding of inclusion is relativley sound however with every child and family there is unique situations to continue to learn. I also think the professional practice is continueing to evolve in inclusion and the government programs and support for inclusion keeps evolving and I need to keep informed.

How will this influence my futire practice?

I will be inquisitive and open minded about any childs behaviour and take note if a child is not meeting there developmental milestones. I will listen to families concerns and reach out to and engage with the speciaist professional support services

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In this scenario, I would intentionally include children’s home experiences, such as cooking, storytelling role play into my planning. I can do this by creating play-based experiences like pretend cooking areas, storytelling or role-play that reflect what children already know. I would also talk with families to understand their cultural practices and daily routines, so I can include these in the program. This helps children feel valued and confident because their identity is recognised in the learning environment.this links to apst standard 1.3 student with different backgrounds ,3.1 establishes children learning based on their prior knowledge

My mentor’s feedback helped me understand the importance of intentional teaching in my practice. She guided me to move beyond just setting up activities and instead focus on purposeful teaching moments.

Through this feedback, I learned to ask open-ended questions, extend children’s thinking, and intentionally support their learning during play. This helped me become more confident and responsive as an educator, as I now actively guide learning rather than just observing.

As a result, children are more engaged and their learning is deeper and more meaningful.links to apst 3.3 use of teaching strategies and 6.3 learning from colleagues to improve practice .

The most valuable insight for me is the importance of relationship-based practice. I have learned that building strong, trusting relationships with children and families is the foundation of effective teaching and learning.

When children feel safe, respected and valued, they are more confident to participate, share their ideas and engage in learning. By developing positive relationships, I can better understand each child’s needs, interests and background, which helps me plan more meaningful and inclusive experiences.

This insight has helped me become a more responsive and supportive educator.

Links to apst 1.1 knowing students and how they learn

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Q1: I regularly reflect on my actions and ask: "Do I give the same opportunities to all children?" During my placement, I noticed a quiet child was often outside sitting. I addressed this by intentionally observing all children to find their strengths. This links to Standard 1.2. I understand that children develop at different rates and learn in different ways. A child who cannot sit still may learn best through movement.

Q2: I give children choices. During my Easter sticker activity, a boy chose to add sunglasses and a lollipop. His idea was important. Also, I use different ways for children to participate. Not all children can sit still. Some show learning through art, building, or movement. Third, during our Harmony Week, a mother taught me how to make a paper flower. I taught the children. This showed all children that their families' cultures are valued. This links to Standard 3.3 and Standard 1.5.

Q3: During my placement, I talked with my mentor because I noticed the children always want to be the first. So I created an “In turns chart" so every child could have a turn every 3 min. We also discussed how to include children who struggle to sit during group time. I tried some. The child who could not sit still participated more because his need to move was accepted. This links to Standard 6.3 and Standard 4.1

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Group 4---Jingya Feng

This scenario highlights the importance of valuing children’s funds of knowledge, creating inclusive and responsive environments, and engaging in reflective practice to support children as capable and competent learners.

Q1: This scenario highlights the importance of valuing children’s funds of knowledge and creating an inclusive and responsive environment. I recognize children’s everyday experiences, such as family interactions and daily routines, as meaningful learning resources. By incorporating these into play-based learning and involving families, I support children’s identities and backgrounds. This links to APST 1.3 (respecting diversity) and APST 3.1 (building on prior knowledge).

Q2: Feedback from my mentor encouraged me to move beyond surface-level planning and focus on children’s lived experiences. As a result, I adopted a more emergent and child-centred approach, where I respond to children’s interests. This reflects APST 3.2 (effective planning) and APST 6.3 (using feedback to improve practice).

Q3: A key insight is that children are capable and competent learners. This shifted my role from directing learning to listening and supporting children’s participation and agency. This aligns with APST 1.1 (understanding development) and APST 4.1 (supporting participation).

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Group 6 Anmoldeep (s8197267)

1. Ensuring children’s voices and perspectives are heard (APST 1.1 and 1.2) as it reflects an understanding that children communicate and learn in diverse ways, including non-verbal forms such as drawing. (APST Standard 1.3), respect for children from diverse linguistic and cultural backgrounds, recognising that home language may influence participation. By using a range of teaching strategies such as one-on-one interactions, visual supports, and play-based approaches, this demonstrates (APST Standard 3.3).

2. Identifying and addressing unconscious bias is strongly linked to (APST Standard 1.3 and 4.1), as it requires recognising and respecting diversity while ensuring equitable participation for all children. Rather than making assumptions about a child being “too quiet” or limited by language, this practice involves reflective thinking and examining personal beliefs and expectations. (APST Standard 6.3), engaging in professional discussions with colleagues helps challenge assumptions and improve teaching practice. (APST Standard 7.1)  ethical and responsible decision-making is essential when considering actions such as referrals, ensuring that decisions are based on careful observation and understanding rather than bias.

3. An evolving understanding of inclusion aligns with (APST Standard 1.5), as it reflects the need to differentiate teaching to meet the diverse needs of all learners. It also connects with Standards 3.1 and 3.3, as inclusive teaching requires thoughtful planning and the use of varied strategies to support children’s strengths and participation. (APST Standard 7.3) highlights the importance of building partnerships with families to better understand each child’s background and support their learning.

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A child in your 4YO room rarely speaks during whole-group discussions. He or she is more engaged with drawing. During a team meeting, one educator suggests the child may need referral because they are “too quiet,” while another comments that the family’s home language may be limiting the child’s participation.

Q1. How do you ensure children's voices and perspectives are heard in your teaching practice? Q2. How do you identify and address unconscious biases in your teaching practice? Q3. How has your understanding of inclusion evolved during your placements? How will this influence your future teaching?

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You organised a centre event to strengthen family engagement, but only a small number of families responded. Later, you realise that some families were unsure what was expected, while others may have felt uncomfortable participating in the way the invitation was framed. This leads you to reflect on your planning, assumptions, and communication approaches.

Q1. How do you critically evaluate your own teaching practices to identify areas for ongoing growth in quality and inclusive education?

Q2. Please share a moment when your planned practices did not go as expected. What would you do differently next time?

Q3. Reflecting on your interactions with families, how have you adapted your communication strategies to respect cultural and linguistic differences?

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During a conversation, a family shares that their child has developed strong skills and knowledge through participation in cooking, storytelling, and caring responsibilities at home. However, this knowledge has not yet been reflected in the program. Your educational leader has also encouraged you to think more deeply about how your planning can draw on children’s cultural and everyday experiences.

Q1. How could you draw on your own 'fund of knowledge' (background, experiences, cultural resources) to foster an inclusive and responsive learning environment?

Q2. What feedback from your mentors, peers, or colleagues has prompted the most significant changes in your practices?

Q3. What insight from your learning journey has been most valuable to you as a pre-service teacher, which you would share with educators?

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In your 3YO room at a council-run kindergarten, several children comment that another child’s food is “weird”. The child looks uncomfortable. An educator briefly redirects the conversation, but the moment is not explored further. You begin reflecting on how inclusion is enacted in everyday interactions, not only through policies or planned celebrations.

Q1. Discuss how your understanding of inclusion has developed through your professional experience and placements.

Q2. How would you respond in this moment, and how would this influence your future teaching practices?

Q3. What strategies would you use to help children learn from and respect diversity?

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In your 4YO room, you notice that some children are regularly given leadership opportunities while others are rarely included. You also hear an educator describe a child as “not ready” because the child struggles to sit still during group time. How would you address possible unconscious bias, ensure all children feel valued, and work with colleagues to strengthen inclusive practice?

Q1. How do you identify and address unconscious biases in your teaching practice?

Q2. What strategies help you ensure all children feel valued and included?

Q3. In what ways have you collaborated with colleagues to enhance inclusive practices?

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Your mixed-age group (3-5YO) have many newly enrolled children who speak very little English. Their family seems unsure how to engage with educators beyond drop-off and pick-up. Your room focuses on quality learning experiences and fosters a sense of belonging. How would you support the participation of children and families, and build meaningful connections with the family and community beyond centre events?

Q1. Which artefact would you choose that best represents your inclusive practices?

Q2. Which sub-standard was the most challenging one for you to demonstrate during your placement? Why?

Q3. Besides centre events, what other approaches could you use to connect meaningfully with families and communities?