• Scenario 1: You are the early childhood teacher in the toddler room. You notice some of your staff do not believe the toddlers are capable of making choices and completing routines on their own. What do you say to the staff about why children’s agency is important in the toddler room and how will you communicate this to staff? Provide staff one way they could allow the children to have more agency in the room. Justify your response with reference to one NQS Quality Area (ACECQA, 2020), one EYLF Principle and one EYLF Practice (DoE, 2022). 
 Scenario 2 You are the early childhood teacher responsible for the four-year-old room in a long day care centre that provides food. You are wanting to implement a healthier eating program within your room. You have diverse family groups from a wide variety of cultures and food preferences (including families who are vegan). What is one way you could involve the children in developing and implementing the healthier eating program? What is one way you could involve the families and community in developing and implementing the healthier eating program? Use one NQS Quality Area (ACECQA, 2020), one EYLF Principle and one EYLF practice (DoE, 2022) to justify your changes. Scenario 3 You are the educator in the 0–2-year-old room. You have a number of new families who do not understand why the children are so upset at drop off time. You want to ensure that parents are aware that this is common for many children. Explain a strategy you could use to help the children build trust and settle each morning. Outline what information you would share with families about this issue. Use one NQS Quality Area (ACECQA, 2020), one EYLF Principle and one EYLF Practice (DoE, 2022) to justify why your actions are important for the child and family.