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In this case, I would support the child by using strengths-based language in my documentation, replacing terms like "not ready" with phrases such as "emerging skills" or "growth opportunities." I would focus on what the child can do well and recognise that every child develops at their own pace. Readiness is not a fixed checklist. I would ensure my observations reflect the EYLF v2.0 principles of belonging, being, and becoming, and that my approach is responsive to the child's cultural, linguistic, and social background, aligning with APST 1.1, 1.3, and 5.1.

To support the family, I would arrange a conversation to address their concerns in a safe and respectful space (APST 7.3). In that conversation, I would acknowledge that it is completely normal to feel worried and reassure families that children continue to grow and develop even after starting school. I would highlight the child's strengths and communicate clearly what their child does well, rather than focusing on gaps (APST 5.5). I would also empower families with practical strategies to support learning at home, such as drawing, colouring, cutting, playdough, and threading beads for fine motor skills; board games and turn-taking for social development; and encouraging independence through everyday routines like packing a bag and getting dressed, aligning with APST 3.1 and 3.6.

To support the educator, I would create space for critical reflection on who defines "school readiness" and whose values it represents. I would consult with the educational leader, engage with peer networks, and draw on the EYLF v2.0 and the National Quality Standard to advocate for a more holistic, strengths-based approach to transition reporting (APST 6.3). The key tension I would raise in this scenario is this: rather than asking whether the child is ready for school, we should be asking whether the school is ready for the child.

— Srijan Nayyar

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In this scenario, it is important to support the child, the family, and the educator while maintaining developmentally appropriate practice. For the child, learning should remain play-based while still supporting early academic skills. Instead of using formal worksheets, the educator can embed literacy experiences into play. For example, children may explore letters through drawing, storytelling, alphabet games, or writing signs during dramatic play. These activities support early literacy while keeping learning meaningful and engaging.

For the family, it is important to acknowledge their concerns about school readiness. Their request often comes from a desire to support their child’s future learning. The educator can explain that play-based learning builds important foundations such as language development, problem solving, and early literacy skills. Sharing observations, photos, or examples of the child’s work can help families see how learning is happening through play. The educator can also suggest simple activities at home, such as reading together or playing letter games.

This approach aligns with several APST sub-standards. APST 1.1 and 1.2 focus on understanding children’s development and how they learn. APST 3.3 relates to using effective teaching strategies. APST 3.7 highlights building partnerships with families. APST 6.1 also emphasises reflection and ongoing professional learning.

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The child is going through what we call the silent period, when a child listens and absorbs a new language before they start speaking it. It is completely normal and expected.

In our centre, we also have many children from different countries such as Spanish, Indian, Vietnamese, Japanese, and Chinese, etc. We use pictures, gestures, and simple visual tools to help children understand without relying on English.

Educator should allow and encourage children to use their home language in the classroom so they feel safe and confident.

We also can pair children with peers who speak the same language to help them settle in and communicate.

APST 1.2 Understand how learners learn

APST 1.3 Learners with diverse linguistic and cultural backgrounds

For family, educator explain that their child is learning, just in a different way right now. In our centre, we also have parents from many different countries. We understand that language can be a barrier, so we always find ways to communicate clearly and respectfully. For example, we teach educators key words in the child's home language. We teach the word "aqua" so that when an educator says it, the child understands to drink water.

Educator can show families photos and observations of what their child does in class as real evidence of learning and reassure families that speaking their home language at home actually helps children learn English faster, not slower.

APST 7.3 Engage with parents and careers

For educators, encourage to seek training and professional development to feel more confident supporting children from diverse backgrounds. Educators can also take photos and write observations of the child's learning every day to track progress and plan better activities.

APST 6.2 Engage in professional learning and improve practice

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I will respond to the issue by explaining the play based learning pedagogy and how it supports the wholistic development of the child's literacy, numeracy, social skills and self-regulation in ways that are developmentally appropriate for the child, For example I will try to highlight how writing, language, and early literacy are embedded in play through drawing, storytelling, role play etc.

I will also work closely with the parents and reaffirm their goal for the child, and communicate the value of my practice clearly whilst building a respectful partnership with the family

My approach will be informed and align with the below APST standards:

7.3: Engage with parents/carers in educative process for example by informing the family of the progress of the child's learning.

2.5: Literacy and numeracy skills: Literacy development in children is effectively taught through integrated, play-based experiences rather than just formal worksheets alone

1.2: Understand how the students learn

1.5: Differentiate teaching to meet the specific learning needs of the student across full range of abilities

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s8200435(Kaniz Fatema Tisha)

A child frequently pushes peers during transitions in the scenario. I observe a clear pattern after documenting the child’s behaviour over time, and it especially happens when routine changes suddenly or quickly. This aligns with my understanding of children’s development and behaviour is needed under APST 1.1 (Physical, social and intellectual development and characteristics of students). I will implement a positive and supportive approach rather than applying stricter discipline suggested by co-educator. I will use structured transition strategies such as verbal countdown, visual images, transitions cards and apply consistent routines to help the child. These strategies will reduce anxiety and create smoother movement through ensuring a supportive and safe learning environment, aligning with APST 4.1 ( Support Student Participation). Moreover, I will introduce other techniques such as role-playing, social storytelling, and modelling behaviours for supporting the child’s behaviour. These strategies help the child to improve social interactions and self-regulation wherein educators role is to provide guidance and prevention rather than punishment, demonstrating APST 4.3 ( Manage challenging behaviour). Furthermore, I also collaborate with my colleagues to reflect the child’s behaviour along with discussing the strategies during transitions. This professional collaboration fosters our teaching approach, aligning with APST 7.4 (Engage with professional teaching networks and colleagues). To recapitulate, this experience reinforces the significance of behavioural observations and targeted strategies implementation to foster children learning and wellbeing in alignment with APST standards.

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I faced a similar situation before. This child not only shows similar pushing behaviour during transitions, but also in other situations, such as when other parents come to pick his peers up. So what I did was stay close to the child and hold his hand to support him. I also told him what we were going to do next, and sometimes repeated it two or three times to make sure he understood. I believe my approach aligns with APST 4.3 Manage challenging behaviour because I was supportive to help prevent the child's behaviour before it happens again.

During our Room 3 group discussion, Yilin Zhao suggested that instead of holding the whole hand, it would be better to just hold one finger to avoid making the child feel overly controlled or restricted. I found this suggestion very helpful because it is a more appropriate form of physical support that still allows the child some sense of autonomy, which links to APST 4.1 Support student participation by effective and sensitive support.

In this scenario, the child tends to struggle more when routines change quickly, so giving advance notice helps them feel more prepared and reduces anxiety. I also strongly agree with Yilin Zhao’s view that the child is still developing self-regulation and needs more support. In addition, I realised that even adults can behave unusually when they feel anxious or overwhelmed by sudden changes. Therefore, it is understandable for children to react this way, and our role is to guide them in managing their emotions rather than simply stopping the behaviour.

In addition, I think it is important to communicate with the child’s family. We can ask whether the child shows similar behaviours in social situations outside the centre, and if there are any strategies that help to calm him down. As parents or carers often know the child best, this can provide valuable insights and help us create more consistent support strategies. It also links to APST 7.3 Engage with parents/carers that working in partnership with families can improve our understanding of the child and support their development more effectively.

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I agreed both educators' views. The first educator is worried about tokenism. Simply displaying food, music, and clothing without deeper meaning can reduce cultures to stereotypes. The second educator is preferred families should be involved, but we need a respectful way to invite them.

Before asking families to participate, I would spend time building trust. I would have casual conversations during drop-off and pick-up, asking open questions like: "What special traditions does your family celebrate?" or "What languages are spoken at home?" This shows genuine interest and makes families feel comfortable.

Instead of asking families to "bring food" or "perform," I would invite them to share a story. Stories are personal, meaningful, and connect to children's lived experiences. Or share a song or simple words in their home language. This could be a story from their childhood, a family tradition, or a special memory from their home country.

Last week at my placement centre, we celebrated Harmony Week. We started with a "Hello” wall. Children and families were invited to write how they say "hello" in the languages spoken at home. We had Arabic, Hindi, Mandarin, Italian, and more. Children were engaged because the activities connected to their own families. When a child heard their home language on the "Hello" wall, their face lit up.

This Links to APST:

1.3 Diverse backgrounds. We respected and valued the languages, traditions, and stories of each family.

7.3 Engage with parents/carers. We built relationships with families through casual conversations and invited them to share stories in meaningful, comfortable ways.

7.4 Engage with broader communities. We connected with families and used community resources (family stories) to enrich children's learning.

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Jingya Feng 8194530

This scenario shows that low family participation does not necessarily mean a lack of interest, but may be influenced by work schedules, language barriers, or past experiences. This relates to APST 4.1, as educators need to create inclusive environments that support participation from all families. Also for APST 3.7, which highlights the importance of building respectful partnerships. Educators can offer flexible options such as different meeting times, use simple or translated communication, and create informal opportunities for families to engage. These strategies can help reduce barriers and encourage more meaningful participation.

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Elizabeth Harris s4666274

I think I would listen and reassure the educator that this was not a one off stand alone 'Tokenistic" culture event.

I would explain how exploring different cultures would be topical throughout the year but have a focus and be discovered over several sessions. APTS 6.3

I would also listen to the other educators comments about including and engaing with the childrens families to add value and meaning to the sessions. APTS 6.3

As a Team we could explore how to make the cultural celebration event inclusive engaging, educational and interesting

APTS 3.1, 3.2, 3.4, 3.6

We could reflect on the actual cultural diversity of the students in the class.

We could engage the children by egniting disscussions about what is culture, different culturs examples and share where they and their families culture is from.

We could share the cultural celebration in the newsletter and engage the families to talk about their culture with their children. APTS 3.7

We could displaying a map of the world, and put the students photo to show which country their culture comes from.

We could source and read picture story books about different cultures over several sessions. (that reflects the students culture and other cultures and Australian indigenous culture) and have teacher and student led discourse with the students about the topics.

APTS 2.1, 2.2, 2.4

We could having images from photos or magazines of families, children and communities from different cultures and discuss the traditional dress and the history and possible reasons behind the clothing design. APTS 2.1

We could also listen to music from an array of different cultures and discuss the soundscapes and instruments with the students.

In addition we could talk with and show images to the students about the different cultural foods from different cultures. talk about the ingredients and cooking methods.

We could ask each familiy if they would like to share a favorite recipe from their culture. APTS 3.7, 7.3

We could also ask families if they would like to share any music that they feel most reflects their culture. We could play these examples of music over several sessions, discussing the country and culture it originates from. The children may like to dance.

We could learn how to say hello, (or other phrases) in different cultural languages

APTS 1.1, 1.2, 1.3, 1.4

Elizabeth Harris s4666274

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Jingya Feng 8194530

First of all, I believe that the connection with family should be reflected in daily life, rather than only being maintained when there are activities. To avoid making the event too "tokenistic", we can invite parents and children to bring food and clothing from their own cultures, and share stories and photos about their cultures with everyone.This approach connects to APST 1.3 by showing respect for children’s diverse cultural backgrounds and including their real-life experiences in learning. It also links to APST 3.7, as building open and respectful communication with families helps create partnerships and allows families to actively contribute to the curriculum.

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In this situation, I would support children’s school readiness by focusing on their strengths and individual development. This aligns with APST 1.1, as I understand that children develop in different ways in physical, social, and learning areas.

I would use play-based and intentional teaching to help children build important skills like communication, independence, and self-regulation. This links to APST 3.1, as I set suitable and realistic learning goals for each child.

I would also work closely with families and respond with care and understanding. I would explain school readiness as a gradual process and not a test, which aligns with APST 3.7 and 7.3, as I build positive relationships and work in partnership with families.

In addition, I would use observations and school readiness reports to understand each child’s learning and plan next steps. This aligns with APST 5.1, as I use assessment to support learning, not to label children.

Overall, I focus on supporting children’s wellbeing, building strong relationships, and working together with families and educators to support a smooth transition to school.

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s8198419 - Jiaqi Cheng

I think to address the family’s concern, we can build a respectful partnership with them, explaining the value of play-based learning to them, and intentionally applying academic skills into play, aligned with APST standards.

Here are some APST standards I will apply my practice to:

1. APST 1.2 – Understand how students learn

I will definitely firstly explain to the family that young children learn literacy best through play (e.g., drawing, storytelling, role play), not worksheets.

2. APST 2.1 – Content and teaching strategies

I will design some settings to include academic skills into play: e.g. writing names during sign-in, making shopping lists in role play, letter recognition through games and art.

3. APST 3.7 – Engage parents/carers

I will communicate respectfully with the family, acknowledge their concerns, and explain your approach. Offer examples and updates.

4. APST 5.5 – Report on student achievement

I will share observations, photos, and work samples to the parents to show literacy progress happening through play.

My Brief answer:
I will not choose between family expectations and play-based learning, I will align both using professional knowledge and communication, supported by APST standards.

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This case study explained the importance of understanding the professional tools Early childhood teachers are using . It is common for families to get panic when they see terms such as 'not yet ready' appear on a statement or report. Families should be explained that rather than measuring academic readiness, those tools communicate the child's strengths, interests, learning dispositions, social emotional development and the strategies that support their wellbeing and participation.

completing a report or statement for transition to school closly aligns with the APST1.1 which demonstrates deep knowledge of the child's development. By synthesising observations and documentation in to the professional report, teachers meet expectations around assessment and communication of learning as per APST 5.1 & 5.4.

by Completing a school readiness report , the teacher collaborate with families to ensure it reflects their perspective and supports a positive transtion.(APST 7.3)

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I think the child’s behaviour is more about struggling with transitions rather than trying to hurt others.

To support this, I would give advance warnings, keep routines predictable, and use simple visuals to help the child understand what’s happening next. I would also stay close during transitions and model gentle behaviour.

I would share my observations with the family to keep strategies consistent. With my co-educator, I would suggest a more supportive approach instead of stricter discipline, as the behaviour is likely a form of communication.

This links to APST by supporting positive behaviour, understanding child development, and working with families.

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In this situation, I would maintain a consistent and predictable routine to support children’s sense of safety and security, which aligns with APST 1.1, as it reflects my understanding of children’s physical, social and emotional development, and APST 4.1, as it supports a safe and positive learning environment. I would work collaboratively with my co-educators to establish and follow consistent routines, which links to APST 7.4, demonstrating professional collaboration, and APST 6.3, as it reflects engagement with colleagues to improve practice. Before transitions, I would provide advance warnings, such as “5 minutes before we go outside,” to help children prepare for change, and during transitions I would offer simple tasks like “can you bring your water bottle?”, which reflects intentional teaching and planning in line with APST 3.3. When pushing occurs, I would calmly guide the child by modelling appropriate behaviour and using language such as “gentle hands,” which aligns with APST 4.3, as it involves managing challenging behaviour in a respectful and supportive way, and also reflects APST 1.2, recognising how children learn to regulate emotions. If the behaviour occurs frequently, I would document observations and communicate with the family to develop consistent strategies, aligning with APST 5.1, using assessment to inform teaching, and APST 7.3, engaging with parents/carers to support the child’s learning and wellbeing. Overall, my approach focuses on proactive support, consistency and collaboration rather than strict discipline, demonstrating reflective and responsive practice.

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I would support the child in a positive way by giving gentle reminders and staying close to help them . I understand the child may find changes hard so i would guide them with patience and encourage positive behaviour.

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As part of transition-to-school preparation, educators are asked to complete detailed reports on children’s “school readiness.” Some families express anxiety about these reports, particularly when their children are described as “not yet ready” in certain areas.

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A service notices that several families from culturally and linguistically diverse backgrounds rarely attend meetings or events. Educators initially interpret this as a lack of interest. However, one educator suggests that work schedules, language barriers, or past experiences may influence participation.

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During planning for a cultural celebration event, educators include food, music, and clothing from different cultures. One educator raises concern that this may become “tokenistic” and not reflect children’s lived experiences. Another educator suggests involving families more directly but is unsure how to approach them meaningfully.

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A child frequently pushes others during transitions (e.g., moving from outdoor to indoor play). You document the behaviour and notice it often occurs when routines change quickly. Your co-educator suggests stricter discipline.

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A family requests that their child focus more on academic tasks (e.g., writing letters, worksheets) as they believe this will prepare the child for school. However, the centre philosophy emphasises play-based learning. The educator feels tension between maintaining professional practice and responding respectfully to family expectations.

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A 4-year-old child who recently arrived in Australia speaks little English. During group time, the child rarely responds verbally but actively participates in drawing and block play. The educator notices that the child communicates confidently, using gestures and their home language, with peers from similar backgrounds. The family expresses concern about whether their child is “learning enough English” before school.