Assessment 3: Reflective Analysis of Inclusive Practice in Early Childhood Education

Unit Details

University: Monash University

Faculty: Faculty of Education

Unit Code: EDF/ECE/EDEC 7XXX

Unit Title: Inclusion, Diversity and Professional Practice in Early Childhood

Course: Bachelor or Master of Early Childhood Education

Assessment Overview

This assessment focuses on critical reflection as a core professional skill in early childhood education. Students examine inclusive practice within early learning settings and analyse how educators respond to diversity, additional needs, and family contexts. The task emphasises reflective writing informed by theory, policy, and professional standards relevant to Australian early childhood education and care (ECEC).

Assessment Type and Weighting

Assessment Type: Reflective Essay

Weighting: 35% of total unit mark

Length: 1,000–1,200 words

Learning Outcomes Assessed

• Critically reflect on inclusive practices in early childhood settings.
• Analyse the role of the educator in supporting children with diverse needs.
• Apply policy, theory, and research to professional reflection.
• Demonstrate reflective and academic writing skills appropriate to the discipline.

Assessment Task

Write a reflective essay that analyses inclusive practice in an early childhood education and care setting. You may draw on a practicum experience, a case scenario provided in the unit materials, or a realistic early childhood context. The reflection must demonstrate critical engagement with theory, policy, and educator practice rather than descriptive recount.

Your reflection must address the following components:

1. Describe the early childhood context and the inclusion-related issue or scenario.
2. Analyse how inclusion and diversity were addressed or could be better supported.
3. Link your analysis to relevant frameworks, including the EYLF (v2.0) and National Quality Standard.
4. Critically reflect on the educator’s role, responsibilities, and professional decision-making.
5. Identify implications for your future practice as an early childhood educator.

Assessment Requirements

• Use reflective academic writing, integrating first-person reflection with scholarly analysis.
• Support reflection with a minimum of 6 peer-reviewed academic sources.
• Use Harvard referencing throughout.
• Maintain confidentiality by using pseudonyms for children, families, and centres.

Marking Criteria

Depth of Reflection (30%)

Demonstrates critical self-reflection and insight into inclusive early childhood practice.

Application of Theory and Policy (30%)

Effectively integrates early childhood theory, EYLF principles, and quality standards into reflective analysis.

Critical Analysis of Practice (25%)

Evaluates educator actions, decisions, and inclusive strategies with clarity and depth.

Academic Writing and Referencing (15%)

Clear organisation, coherent expression, and accurate use of Harvard referencing.

Submission Information

Submit via Moodle by the published due date. Extensions and late penalties apply in line with Monash University assessment regulations.

Inclusive practice in early childhood education requires educators to move beyond surface-level adjustments and engage deeply with children’s lived experiences. Reflective analysis highlights how professional judgement, collaboration with families, and curriculum flexibility contribute to equitable learning opportunities. Ongoing reflection strengthens educators’ capacity to respond ethically and effectively to diversity.

Peer-Reviewed References

Department of Education (2022) Belonging, Being and Becoming: The Early Years Learning Framework for Australia, Version 2.0. Canberra: Australian Government. Available at: https://www.education.gov.au

Australian Children’s Education and Care Quality Authority (ACECQA) (2023) Guide to the National Quality Framework. Available at: https://www.acecqa.gov.au

Florian, L. and Black-Hawkins, K. (2018) ‘The inclusive practice project’, Cambridge Journal of Education, 48(1), pp. 1–17. https://doi.org/10.1080/0305764X.2017.1325447

Nutbrown, C. and Clough, P. (2019) Inclusion in the Early Years. 2nd edn. London: Sage.

O’Connor, A. and Diggins, C. (2021) ‘Professional reflection in early childhood education’, Australasian Journal of Early Childhood, 46(4), pp. 350–362. https://doi.org/10.1177/18369391211038912