I hope you are doing well. I have an assignment for you. I need the assignment on 20 May 21 at 10 am (Australian time ). This assignment needs to link to my placement as well. For observation, I have...

I hope you are doing well. I have an assignment for you. I need theassignment on 20 May 21 at 10 am (Australian time). This assignment needs to link to myplacementas well. For observation, I have taken a few photos. You can use some if you like. I have sharedthe pics on WhatsApp.
The girl's name is Kate and the boy's name is Lincoln. Both are 4 years old.

Please usereferencing style APA 7th edition for both listing and citation.

1. I have attachedthree samplesof previous students' assignment for you to refer to.


2. Also, I have attachedthe video recording of the classwhich explained how to do the assignment. The first20 mins givea clear understanding.


3. Please find attacheda pdf showing assignment rubrics and assignment instructions.In this pdf go toassessment 2 Narrative enquiry.

If you have any doubts, please let me know.


Model Narrative Inquiry Student A.pdf Running Head: NARRATIVE INQUIRY2 Narrative Inquiry Student B Federation University Australia EDMAS 6026 Engaging Professionally (Early Childhood) Narrative 1 Context: This narrative is written in the form of personal diary entries, sharing the observations of a Pre-Service Teacher, embarking on their first placement at a local kindergarten. 29 April 2020 What an experience it has been on my first day of placement at Wattle Kindergarten. I was apprehensive when I arrived, but everyone was extremely welcoming and supportive, especially Kim the early childhood teacher. During the day, I noticed however, a child named Louis who consistently demonstrated negative behaviour. Louis struggled to positively interact with his peers, could not focus for more than three minutes on a task, was boisterously loud and at the end of the day, hit another child whilst taking their book. Why was this child struggling in his environment? As a future teacher how do I effectively support a child who is exhibiting aggressive behaviour? I feel ill-equipped to know how to provide a positive learning environment for the children, whilst meeting the developmental, emotional, behavioural and social needs of Louis. 30 April 2020 I am so frustrated! When Louis arrived this morning fifteen minutes late, his mother (Jen), looking exhausted and carrying a baby, mentioned she was glad to have a break and leave Louis at kindergarten for the day. I felt so indignant! How could Jen consider that early childhood education is provided to give her ‘a break’! Furthermore, Kim had carefully prepared stimulating, interactive provocations, then Louis arrived and knocked items off the tables, started shouting and running around the room. I noticed children looking at Louis with distain and I don’t blame them. I know I need to be compassionate and understanding of Louis’ needs, but I don’t know what to do. I feel angry and perplexed. Kim spent a lot of the day re-directing Louis’ attention to more positive endeavours but consequently, her interactions with the other children was limited. I am concerned that the other children are missing out on positive opportunities to co-construct their learning with their teacher. I am sure Kim feels she is missing out too. 31 April 2020 Today, I decided to observe and document Louis’ behaviour and capture a deeper understanding of what might be triggering his aggressive reactions. As I observed, I ascertained that Louis was struggling to know how to positively interact with his environment and peers. Furthermore, I observed Louis struggling to appropriately enter and exit the children’s play experiences and consequently, he was met with peer rejection as the children advised him that he couldn’t play. The disappointment was evident on Louis’ face, he wanted to be part of the group. I identified that Louis didn’t have the social or language skills necessary to interact effectively. With new context and understanding of some of Louis’ challenges, I need to document and analyse further observations to help me identify ways in which I can support children with behaviour management issues in my future professional practice. I am keen to know more and look forward to what the rest of my placement reveals. Commentary The intention of this narrative is to highlight the layered complexities early childhood teachers experience in their classroom when children exhibit negative behaviour. Inspiration for this narrative reflects observations I made when recently volunteering at a Melbourne kindergarten. As a future teacher, feelings of overwhelm, frustration and anxiety arose when observing a child’s poor behaviour and their negative impact on classroom dynamics. This scenario identified my need to regularly observe and document using multiple observation techniques to enable a deeper understanding of what is contributing to Louis’ negative behaviour. Extending the documentation process through including Louis’ mother in the process, through interviews and discussions will enable me to gain a deeper understanding of influences in his home environment that could be impacting his ability to engage appropriately in the classroom. I need to observe, document, and then reflect to improve my future planning and pedagogical approach. Furthermore, I need to develop appropriate behaviour management skills to enhance my future practice, whilst partnering with parents / professionals to respectfully support and enable children who are struggling, to achieve their potential. Within my practice, I am required to reflect seven teaching standards and three teaching domains as outlined by The Australian Professional Standards for Teaching – Early Childhood (APST) (AITSL, 2020). This narrative highlights the need to reflect within my practice; Standard 4 - ‘Create and maintain supportive and safe learning environments,’ 4.1 Support participation of learners 4.2 Manage learning and teaching activities 4.3 Manage challenging behaviour 4.4 Maintain safety of learners (AITLS, 2020). Furthermore, early childhood teachers must also reflect the eight Practice Principles as outlined by the Victorian Early Years Development and Learning Framework (VEYLDF) (DET, 2016). Through integrating the following Practice Principles into my approach, I am more effective in providing support to struggling children and their families. The principles include; 1. Reflective practice 2. Partnership with families 3. High expectations for every child 4. Respectful relationships and responsive engagement 5. Equity and diversity 6. Assessment for learning and development 7. Integrated teaching and learning approaches 8. Partnerships with professionals (DET, 2016). Additionally, drawing on the expertise of other professionals (i.e. Occupational therapists) and working collectively with them to implement new initiatives, the child’s learning, development, and behavioural outcomes may improve. Documentation through collaboration with other colleagues / professionals may highlight extenuating circumstances that could be negatively impacting the child’s ability to appropriately engage in their educational setting i.e. un-diagnosed learning disabilities. This approach reflects Practice Principle 8 - Partnership with professionals (DET, 2016) and APSTL - Standard 7 ‘Engage professionally with colleagues, parents / carers and the community’, (AITSL, 2020). As asserted by Bierman et al., (2013) there are strong links between displays of negative behaviour in early childhood and its impact on long-term learning and ongoing social difficulties in primary-secondary schooling. Consequently, low academic achievement, social difficulties, truancy and an increased likelihood of early high school dropout is linked to ongoing negative behaviours in early childhood (Vo et al., 2012). It is imperative that as an early childhood teacher, I am proficient at assisting children with difficult behaviour, enabling them to develop appropriate skills that supports their learning and social interactions with their peers. Furthermore, as asserted by Watson et al. (2016), a child’s disruptive behaviour can negatively impact the learning of their peers and inhibits the teacher’s ability to teach as they react to the negative behaviour. To optimise student learning outcomes and improve classroom dynamics, I need to know develop my pedagogical approach to effectively implement behavioural management strategies. The importance of developing my ‘thinking dispositions’ to support student behaviour and learning outcomes is imperative. Dispositions are the habits, professional attitudes, emotions and beliefs we develop when we interact with the world around us and are evident in how we respond to difficult situations (Nelson, 2014). When dispositions are well developed, they improve our pedagogical acumen as we respond more effectively to the needs of students in a respectful, inclusive and encouraging manner (Tishman & Andrade, n.d.). Positive dispositions include, personal deep reflection, creative solutions to problems, being critically attentive through effective observation and questioning, a people-centred approach where I collaborate and demonstrate care to all stakeholders, and a strategic, organised and responsive approach to my practice (Staying Brite, 2020). This narrative requires me to employ dispositions that deepen my understanding of the situation, critical reflection to identify opportunities for improvement whilst being people-centred through encouraging inclusivity, diversity and respect for students and parents alike. Furthermore, this narrative seeks to highlight potential assumptions which may negatively impact teachers’ approach to practice and their attitudes towards children and their families. Assumptions made in this narrative include; the assertion that Louis was consistently disruptive all day, Jen valued early childhood education as baby sitting, other children had disdain for Louie and didn’t want him to play with them and that both the children and Kim felt like they were missing out on interacting together. Many of these assumptions are perceptions which are only from the viewpoint of the observer and are not always an accurate assessment of what others think, experience and believe. Brookfield (1995) encourages teachers to critically reflect and consider their practice from unfamiliar angles via four critically reflective lenses. These lenses include personal, student, colleague and theoretical perspectives, consequently challenging our assumptions and beliefs to improve teaching outcomes (Brookfield, 1995). As I develop my dispositions, I am supporting a growth mindset whilst expanding my critical reflection, thus challenging assumptions and any previously held prejudice (Brookfield, 1995). Consequently, I can reflect APST Standard 1 – Know students and how they learn and Standard 4 – Create and maintain supportive and safe learning environments (AITSL, 2020). Personally, I believe parents want the best for their children but many struggle with the demands of parenting which, according to Smith (2009), can directly impact how their child behaves in their educational setting. This can be identified when a child has experienced and observed aggressive behaviour by adults and then models the aggressive behaviour at kindergarten (Smith, 2009). As I critically reflecting on this narrative, I propose that Jen was struggling in her parenting role and therefore, may not have the necessary skills to parent effectively. Furthermore, Louis may not have appropriate behaviour, negotiation and language skills modelled to him to at home therefore, impacting his ability to effectively engage in his educational setting. Reflecting the Early Childhood Code of Ethics – Partnering with Families (ECA, 2020), as a practitioner, I could respectfully collaborate with Jen to support her parenting skills through referring her to positive parenting programs in the local community, whilst collectively supporting Louis’ social, behavioural and learning development . In doing so, Louis would be enabled to develop a stronger ‘sense of wellbeing’ and self-esteem (Outcome 3) (DET, 2016) as he positively interact with his peers in his educational environment and I would develop a more positive and respectful relationships between myself and Jen . This narrative encourages me to observe, critically reflect and challenge personal assumptions so that I provide inclusive, respectful, and responsive education to my students. Through seeking deeper understanding and reflecting all teaching standards in my practice, I endeavour to meet the developmental, social, behavioural, and learning needs of children, whilst positively partnering with families to optimise their child’s learning experiences. Narrative 2 Context: Four-year-old Ming is attending kindergarten for the first time. It is mid-term. The early childhood teacher and students are already familiar with the daily routines and classroom expectations