During the drop off time I greeted Grace and her Good Morning. Grace's Mother said, "Good Morning", Grace looked at me and smiled and rolled back into her mother's arms. I asked Grace's mom, "How was their weekend"? She replied, "it was busy. On Sunday morning they had many things to do. They visited shops for some shopping. She said, "Grace helped her with Grocery list by telling her the names of the things they needed to buy such as Tomato, carrots, bread, milk, juice, cheese". After their grocery shopping on their way back home, they went to the park near by their house and spent some time there. She mentioned Grace didn't want to come off the swing. She was fearless and wanted her mother to push the swing higher. I asked Grace's mother what else Grace enjoys at home. She told me Grace likes to read books, painting, and dance on the songs of Frozen movie. Her Favourite character from the movie is Elsa and likes to dress up in Elsa dresses and other princess dresses. She said, one day Grace painted few strokes on the paper with blue paint and said, "it's Elsa".

Date: 13/12/2023

Time: 1:30 pm

On 13/12/2023 Wednesday afternoon, after children went to sleep, I used the opportunity to speak with the room leader about Grace. I spoke with the room leader about my conversation with Grace's mother. I told her Grace's mother told me what Grace is like at home, but I would like to know how Grace is at the day care with her peers and what does she enjoys most and if she need support with her development. The room leader then told me, Grace usually engages in all activities. She like to explore the recourses and join play with her peers. Her interaction with her peers is usually limited to small few words, "Oh NOO! Stop it, I don't like it, yes, No". Grace is still learning to make sentences. Grace is very strong headed when it comes to standing for herself. Grace does not like to share or take turn. Grace does not seem to have many friends, but Grace has made a very strong relationship with one of her peers. She is mostly seen playing with him and not engaging with the rest of the children. However, we have observed Grace needs support with her language development as well as her self-regulation and pro-social skills.

Date: 15/12/2023

Time: 10:30 am

During the outdoor playtime I observed Grace building a wooden block house with the help of her peer (Maria). They sit inside the blocks house and pretends one of the small blocks as their phones. Maria says, "I want coffee, Grace steps out of the house and walks towards rest of the blocks and pretends to bring coffee and says, "Coffee". Then Maria asks for Ice-cream, Grace again walks back to the blocks and pretends to bring Ice- cream. As they play one of their peers joins them and try to add a block to their block house. Grace becomes frustrated and say, "Mine, Mine", and try to push the child away. The child moves away from them, and they continued with their play for about 10 min.

10:40 am

Grace joins her peers in the sand pit. One of her peers Jacob is using the green shovel to dig the sand. He puts the shovel down and starts digging the sand with his hands. Grace picks up the green shovel and starts digging the sand. Jacob says, 'Hey, I was using that and take it back from Grace. Grace tries to take the shovel of her peer. Her peer gets up and runs out of the sandpit. Grace runs around the yard following her peer to get the green shovel. Her peer denies giving the shovel, Grace gets frustrated and starts crying. Grace asks her educator for support. The educator explains Grace that her peer had the shovel first. He just kept it aside for a minute, but he was still not finished using it. The educator says, you need to wait for her turn or find another shovel. Grace says, "another shovel" and walks with the educator to find another shovel and after finding another shovel, Grace carries on playing in the sand pit.

11:00 am

An educator asks Grace, "it's time to sit on the toilet". Grace replies, "Yes" and walks with her educator to the toilet. The educator asks Grace did you poo? Grace replies, "No". Educator says, "Can I check your nappy"? Grace says, "Yes". Educator helps Grace to pull her Pants down and checks her nappy. Grace says, "No poo". Grace then removes her nappy by herself and puts in the bin. Educator asks, "Grace if she needs help to sit on the toilet"? Grace says, "Yes". After using the toilet Grace says, "wash hands, Wash hands".

11:30 am

An educator announces in five min it's time to go inside and have lunch. Grace says, "5 min". After 5 min Grace and her peers follows the educator to go back inside. The educator says, "Everybody please take-off your hats and shoes and place them in your lockers". Grace walks toward her locker and put her hat inside but asks for help to remove her shoes. Grace then goes to the home corner, picks up a baby doll and hospital play material and checks the baby doll's temperature. Grace then pretends to feed the baby doll and then pats it to sleep. After putting the babby doll to sleep Grace moves on to the indoor climbing equipment and starts jumping, rolling down of the foam slides.

11:45 am

Grace and the other children washed their hands grabbed their drink bottles and sat down at the lunch table. Grace gets into a conflict with her peer to sit at a same spot. Grace starts to be winging and crying. The educator steps in to resolve the issue between two. The room leader starts reading a book about manners named "Excuse me". Grace listens to her educator carefully and repeats the phrases such as "Please, thank you, No Thank you, I'm sorry". Grace tries to say, "Excuse me and puts hand on her mouth just like in the picture on the book".

11:55 am

Educator starts serving lunch. Grace picks up the spoon and feeds herself. Grace moves her body as she is dancing. Grace's drink bottle fell on floor, Grace says, Oh No, My Bottle"! An educator assists her saying, "it fell on the floor, you can pick it up". Grace picks up her drink bottle and continue eating.

• Suggest any modifications to the plan for the future

INDIVIDUAL SUPPORT PLAN
Child's Name:	Grace	Age:	2+	Room:	Senior Toddler
Identify any additional needs, learning barriers or cultural considerations that need to be included in the plan:
Language Development support and Peer relationships are the considerations that need to be included in the plan.
Long-term goal to support the child to meaningfully engage in the curriculum:
Grace will actively and meaningfully engage in the curriculum, demonstrating progress in her language development, social and pro-social skills, and participation in various learning activities.
Short-term goals that will contribute to meeting the long-term goal	Identify 1-2 strategies for EACH short-term goal to support the child e.g., During group times I will ....... This will support the child to......	Intentional teaching strategies or resources that will be used to support the child	Person/s responsible for implementing the strategies
Short-term goal to support the child in managing their pro-social skills independently:	I will regularly read social stories with Grace that depict scenarios involving sharing and turn taking. To help Grace understand my ideas I would use clear and simple language. I will encourage positive peer modelling by pairing Grace with a peer who have excellent pro-social skills. This peer can demonstrate sharing and turn taking during various activities.	I will use Board Game such as catching Fish with magnetic stick. In order to develop and reinforce pro- social behaviour, I would engage Grace to play a board game that incorporates scenarios where sharing and turn-taking is essential. I would plan group activities that require sharing and cooperation for Grace to practice her pro-social skills.	Educators, Lead educator and the student
Goal- Grace will improve her pro-social skills by learning to share and take turns during playtime.
Short-term goal to support the child in managing their self-regulation independently:	I will implement visual timers during playtime or learning activities to help Grace understand the concept of waiting and turn taking. I would introduce emotion regulation tools, such as a "Quiet area with some pillows to rest and may be some books and quiet play activities" in the room for Grace to retreat when she is feeling overwhelmed.	I would teach Grace some basic breathing exercises to use when she faces challenges to help her regulate her emotions and keep calm. I would implement Feelings Chart during Group Time such as "How are you feeling today" to help Grace identify and express her emotions. I would talk about appropriate ways to deal with frustration and disappointment.	Educators, Lead educator and the student
Goal- Grace will enhance her self- regulation skills, specifically managing her frustration during play.
Short-term goal to support the child to access and participate in the program in an authentic way (inclusion):	I would implement different group activities to encourage Grace to interact with more children by pairing her with different peers for different activities.	I will plan structured group play sessions with intentional activities that promote collaboration and interaction among all children including Grace.	Educators, Lead educator and the student
Goal- Grace will actively engage with a diverse range of peers to develop social connections beyond her current strong relationship.

Question

EVALUATION AND REVIEW
Barriers to implementation:What are the barriers that you have, or you may encounter while implanting the plan? How will you respond to these barriers?
Describe any changes that were required to the environment or the routine to ensure the child was supported and included as part of implementing the plan.
Evaluate how effective you think your strategies were.(e.g., Describe the child's verbal and non-verbal responses to the strategies. What changes in behaviour, pro-social and self-regulation skills did you notice? Were the goals achieved or were improvements made?)
Are there are any on-going issues of concern regarding the child's pro-social skills, self-regulation skills or their ability to have meaningful access and positiveparticipation in all aspects of the curriculum?
Based on the child's progress, is there a need to contact a professional and/or a specialist for consultation or referral? Explain your answer.
In the future, what adjustments or modifications need to be made to the plan to continue to support the child's- pro social skills self-regulation skills access and participation (e.g., what are the changes, why do they need to be modified, where should this be documented, who will you need to consult/communicate with about the changes?)