The Individual Reflection

Creating a program plan for childrens play, learning and development would
accommodate specific activities and experiences in a setting. The program involves daily
challenges; secure, flexible, calm, welcoming, and supportive environments; appropriate
resources; respect for each other and effective partnerships with families (Arthur, Beecher,
Death, Docket & Farmer, 2007). Therefore, the activities or settings should be often changed or
modified according to the childs interests, strengths, likes or dislikes and needs. The curriculum
would provide opportunities for each child to engage inclusively with others and staff in a
cooperative learning environment (Foreman. 2008; Loreman, Deppeler & Harvy. 2011); by
making their own choices in ways of exploring, investigating, playing, learning and enjoying.
Gargiulo and Kilgo (2000) states that curriculum in early childhood learning is basically
all of the specific components of the intervention plan that the teacher, families and other team
members have chosen for a group of children. According to Lachlans profile, the observations
and information from his family; the learning plan incorporates a range of experiences
considering his interests, strengths and needs. For example, the plan incorporates playing with
wooden blocks and outdoor play as to his interests. Also, to develop his needs and social skills,
the plan consists with pretend play as in a shop, train set, water play, creative arts, group time
and outdoor play. Lachlan will therefore be able to acquire information, imagination, new ideas
and develop various learning skills during the contribution.
Educators maintain an effective partnership with families as it is a guide to ensure
continuity in the early childhood context. Fleer, Edwards, Harmer, Kennady, Ridgway, Robbins
and Surman (2006) believe both educators and families have special knowledge and
understanding of the childs wellbeing. Foreman (2008) points out that the role of parents needs
to be cooperative in the educational setting. Hence, accommodating trust and equal respect
between each other, valuing and accepting their roles and involvement to the childs life, sharing
views about the child through an efficient, constant and open communication as well as being
aware of diverse perspectives which enables to make decisions about children would facilitate
partnerships in the early childhood curriculum (Arthur et al., 2007).
Considering the above elements of effective partnerships would be one significant way of
having a clear image and the best interest of each child. It is vital to understand and value
diversity with respect as everyone is unique whereas each child can be different and special

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(Arthur et al. 2007). Therefore, appreciating and accommodating the different roles in Lachlans
life, would make him feel comfortable and secure in the setting. For instance, considering the
information from Lachlans parents about his fear for loud noises, educators make sure the room
is calm whenever possible. Also give him a deep massage to calm him when distress rather than
a gentle touch. This mutual partnership among families and educators would be helpful to create
an appropriate curriculum to benefit children.
The purpose of overall aims and outcomes of the group plan is to provide various
opportunities for children to gain a sense of agency, identity and belonging as guided by the
Early Years Learning Framework (DEEWR, 2009). As a result, Lachlan would be able to
develop social skills such as learning how to co-operate with others; expressive and receptive
language skills along with reading, writing, listening and speaking; gross motor skills developed
through physical games and activities and fine motor skills such as making things in art and craft
as well as being imaginative, creative and decision makers in pretend play.
However, Lachlan may engage in different ways when discovering and exploring the
learning experiences. He would have plenty of opportunities to further develop his skills and
knowledge in various perspectives despite the fact that he has difficulties in social interactions,
communication and restricted and repetitive behaviour. As Lachlan prefers using peripheral
vision rather than direct eye contact with most of the staff and children, he is often unable to pay
attention in various situations because he does not look directly at the person or object that he is
in contact. Therefore, the planed experiences would encourage him to maintain proper eye
contact and build relationships with others during participation. Fleer et al. (2006) states that it is
the educators responsibility to transform childrens play and learning into a more effective,
conceptual and challenging way of understanding own self and the world around them.
Educators play an important role in supporting all children to value and accept each
other, and encourage them to recognise the differences and similarities between themselves and
their peers. However, the expectations of how Lachlan would engage with other children may
vary upon his behaviour and stance within the classroom. As he is diagnosed with autism (ASD),
a neural development disorder; it is unlikely to expect positive relationships with other children
in a short period of time. Foreman (2008) believes implementing cooperative learning in the
curriculum will enhance peer acceptance in such situations in order to prevent any isolation or
negative responses. Hence, Lachlan will have the opportunity to improve self esteem, be a group

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member and gain successful completion of tasks as he is not alone (Foreman, 2008; Loreman et
al. 2011). Another key approach within cooperative learning is that Lachlan will be able to use
simple language rather than understanding the teachers vocabulary which could be complex for
him. Because he has less communication and social skills this strategy would assist him to
connect with others.
In conclusion educators need to consider various approaches when planning program for
childrens learning, growth and wellbeing. Nevertheless, to support inclusion of children with
special needs in the classroom; it is vital to gather enough information of the individual,
understand childrens wellbeing, maintain partnerships with families, be consistent about
consequences of unacceptable behaviour, use suitable voice, open communication, use
appropriate resources, accommodate secure and inclusive environment, effective assessments
and teaching methods (Klein, Cook & Richardson-Gibbs. 2001). Regardless the nature of special
need children, it is important for educators to constantly monitor and review the support
strategies implemented, to ensure children meet their needs and education (Owens, 2007).

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 References

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2007). Programming and Planning

in Early Childhood Settings (4th ed.). South Melbourne, Vic.: Cengage.

DEEWR (2009). Belonging, Being, Becoming. The Early Years Learning Framework for

Australia. DEEWR: Barton, ACT.

Fleer, M., Edwards, S., Harmer, M., Kennedy, A., Ridgeway, A., Robbins, J., & Surman,

L. (2006). Early Childhood Learning Communities. Frenchs Forest, NSW: Pearson.

Foreman, P. (2008). Inclusion in action. (2nd ed.). South Melbourne, Victoria: Cengage

Learning Australia.

Gargiulo, R. M. & Kilgo, J. L. (2000). Young Children with special needs: an introduction to

early childhood special education. United States of America: Delmar Publishers.

Klein, M. D., Cook, R. E., & Richardson- Gibbs, A.M. (2001). Strategies for Including

Children with Special Needs in Early Childhood Settings. NY, United States:

Delmar Thompson Learning.

Loreman, T., Deppeler, J. & Harvey, D. (2011). Inclusive Education: Supporting Diversity in the

classroom.NSW, Australia: Allen & Unwin.

Owens. A. (2007).Supporting Children with additional needs. Australia: National

Childcare Accreditation Council. Retrieved from

http://ncac.acecqa.gov.au/educator-resources/pcf
articles/Supporting_Children_with_Additional_Needs_Sept07.pdf

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