Development of an educational support program Develop an educational support program for a child (2,000 words), using the scenario provided and the ‘team around the child approach’ that identifies:...

Running Head: Service Inclusion Programme         1
Service Inclusion Programme        2
Strategic Inclusion Plan (SIP)
Table of Contents
Introduction    3
Personal Philosophy of Service Inclusion    3
Promoting Experiences, Interaction and Participation    4
Barriers, Strategies and Action Items: SIP Programme for Sam    5
Recommendations    8
Conclusion    10
References    11
Introduction
    At early childhood education, multiple norms of taking care of the educational needs of children are applied. The context of working with children is set around their needs and expectations that should be well carried out (Thorpe et al, 2021). At the same time, it depends over the service inclusion process that educators should apply in their working behaviour with a view to develop mutual bond with children as well as this should be to help them hone their skills by designing and implementing dedicated resources and activities that are best suitable for their holistic growth. The following is the development of possible service inclusion programme which is guided by the various provisions mentioned in National Quality Standards, to assist Sam, the 4 year old child with special privileges (Correia et al, 2019). This programme will serve as an exemplar to the organizations with a view to develop their service inclusion policies for the future.
Personal Philosophy of Service Inclusion
    At first, it is significant to understand how at personal level, philosophy of service inclusion is applied into general context of educational practices. For me, service inclusion is not just a procedure which is understood in the light of various frameworks and their provisions such as National Quality Standards or Early Years Learning Framework (EYLF), it is something that is driven from personal ideology and passion to connect with every children taught in the class (McCoy et al, 2017). This connection is somehow required in order to deal with the basic issues which as an educator, it is my responsibility to bring into the classroom envionment. My focus should be on developing strategic support to the children who are placed in diversified atmosphere and their socio-economic status should not affect the overall course of their learning journey. This is the first landmark in developing my philosophy of service inclusion (Correia et al, 2019).
    To add more to the above, I reckon that service inclusion and educational practices should have more alignments of educators in developing the organizational service policy because they bring in their valuable experiences from practical scenarios. Australia, as per my observation of the current scenario in educational practices, is becoming the hub of education and this implies some core facts which my philosophy of service inclusion explains well (Thorpe et al, 2021). The classroom atmosphere is one of the most challenging jobs that teachers have with regard to develop teaching strategies. As an educator, it is my due responsibility that I reach to the potential skills of every child and help him or her to understand the educational norms and setting in which, he or she is placed. Thus, for me inclusion of all in expanding their skills and knowledge through sharing is the primary factor and this helps me know more about developing the teaching pedagogy, one of the major provisions of the NQS (Correia et al, 2019).
Promoting Experiences, Interaction and Participation
     The service inclusion policy as an ECT here is guided by the principles of EYLF in which, belonging, being and becoming are the major standpoints of cognitive and social growth of children when they are placed in positive learning envionment. This is, in fact, driven from the ideology of learning through personal observation at first; the classroom activities are designed in a way that enforces observation and intriguing queries emerging through observation (Thorpe et al, 2021). Children are placed deliberately in an atmosphere where they can combine their experiences with the practical situation given to them in class. For example, they can be taken to a virtual tour of aquatic life and through their prior experiences about the names of the fish; they are encouraged to specify the names of a particular fish that they know. This learning through experiences gives positive results, when...