University	Open Polytechnic (OP)
Subject	EDU725 Inclusive Early Childhood Education

EDU725 Assessment 2

Weighting 60%

Learning Outcomes

Critically examine the impact of assumptions and beliefs about difference and diversity, including personal beliefs, impact on relationships, learning and teaching.
Describe the legislative, regulatory and professional policies related to children’s wellbeing and inclusion (e.g., child protection) and the implications for practice.
Discuss the responsibilities of the early childhood kaiako in promoting tamariki rights and inclusion.
Critically analyse current issues and debates related to diversity, the rights of tamariki and inclusion in early childhood education in Aotearoa New Zealand.
Use critical theory and post-structural theory to examine their preparedness for supporting culturally relevant inclusive practice.

Teaching Council Standards

This assessment is aligned with the following Teaching Council Standards:

Professional learning | Akoranga ngaiotanga

Use inquiry, collaborative problem-solving and professional learning to improve the professional capability to impact on the learning and achievement of all learners.

Learning-focused culture | Te ahurea akoranga

Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.

Instructions

Complete and submit your assessment according to the Open Polytechnic’s Assessments webpage. This includes information on academic integrity, formatting, word limits and referencing.

Include your name, student number and the assessment number.
Number your pages.

Submission

Submit your assessment in one file.
Submit your work through your iQualify course.
Emailed assessments will not be accepted.
You will receive an automated notice advising you of your successful submission.

By submitting your assessment, you confirm that it is your own, original work.

Advocacy for the rights of tamariki

Issues and debates concerning diversity, the rights of tamariki and inclusion in an early childhood education setting are ongoing and require advocacy at a personal, centre-based, community and nationwide level. In this assessment you are tasked with advocating for tamariki in relation to two such issues and/or debates in which children’s rights are not currently being met in early childhood education in line with international conventions such as United Nations Convention on Rights of the Child (UNCRC), Declaration on the Rights of Indigenous Peoples (UNDRIP) or United Nations Convention on the Rights of Persons with Disabilities (UNCRPD).

You must use a different issue and/or debate concerning diversity, the rights of tamariki and inclusion in an early childhood education setting as the context for Task 1 and Task 2.

Some examples of issues and/or debates include diversity of language and culture, child abuse, child and family poverty, religious diversity, family form, disability, refugee or immigrant families, gender diversity, sexualities, and child health.

Task 1 concerns advocacy at a personal and setting-based level.

Task 2 concerns advocacy at a community and nationwide level.

Task 1: Proposal to address a child’s rights issue and/or debate

You are working at an early childhood education setting and have identified a contemporary issue and/or debate concerning diversity, the rights of tamariki and inclusion. You have raised your concerns with the manager and they have asked you to create a proposal for how you would address the issue and/or debate in your role as an early childhood kaiako.

Your proposal must:

outline and critically analyse your chosen issue and/or debate
examine your assumptions and beliefs relating to this issue and/or debate and how they impact on relationships, learning and teaching
use critical theory and post-structural theory to examine your own preparedness for supporting culturally relevant inclusive practice in relation to this issue and/or debate
discuss your responsibilities as an early childhood kaiako in relation to this issue and/or debate.

Your proposal should include reference to relevant international conventions (such as UNCRC, UNDRIP, UNCRPD), legislative, regulatory, and professional policies. Support your proposal with relevant literature. It must also acknowledge and include the bicultural setting of Aotearoa New Zealand.

(Word count guideline: 1300 words)
(40 marks)

Task 2: Advocating for a child’s rights issue and/or debate

The Ministry of Education oversees policy relating to early childhood education in Aotearoa New Zealand. The current Minister of Education has some understanding of child’s rights issues and/or debates in early childhood education. However, the Minister understands that planning effectively for the future requires an in-depth understanding of the historical, social, political and cultural contexts that have influenced the child’s rights issue and/or debate.

Identify a second contemporary issue and/or debate that interests you concerning diversity, the rights of tamariki, and inclusion in an early childhood education setting. This must be different to the issue and/or debate used in Task 1.

Develop a briefing paper for the Minister of Education that examines how early childhood education in Aotearoa New Zealand can address the child’s rights issue and/or debate and make recommendations for future change. Your briefing paper must acknowledge and include the bicultural context of Aotearoa New Zealand and refer to relevant literature.

Your briefing will use the following structure and headings.

Purpose – introduce the briefing:

Detail the aim of the briefing paper – what it is about and why it is being written.
One short paragraph.

Background – outline the issue and/or debate:

Describe the child’s rights issue and/or debate in ECE by summarising the nature and extent of the issue in Aotearoa New Zealand and why change is needed.
One–two brief paragraphs.

Discussion – critically analyse the issue and/or debate:

Discuss why the issue and/or debate persists and what should be done to address it.
Include a range of perspectives, including those of key children’s rights advocates.
Outline and examine the assumptions and beliefs relating to this issue and/or debate and their impacts on relationships, learning, and teaching in an ECE setting.
Substantiate statements with evidence from legislative, regulatory and professional policies related to children’s wellbeing and inclusion, including analysis of their implications for practice.

Conclusion – summarise the key points:

Re-iterate key ideas for the Minister of Education.

Recommendations – detail recommendations for future policy and planning:

Detail three recommendations that are supported by the ideas presented in your discussion.
At least one recommendation must relate to the bicultural context of Aotearoa New Zealand.

(Word count guideline: 2000 words)
(50 marks)

Overall presentation and referencing

Marks will be awarded for overall presentation of both parts of the assessment, including grammar, spelling, structure/flow, appropriate acknowledgements through in-text citations and references in APA7 style.

(10 marks)

100 marks total

(Total word count guideline: 3300 words)

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Marking schedule

Task 1

32 – 40 marks

26 – 31.5marks

20 – 25.5marks

16 – 19.5 marks

1 – 15.5 marks

Critical analysis of the issue and/or debate

The issue and/or debate is outlined and critically analysed to a comprehensive level.

The proposal comprehensively uses relevant legislative, regulatory and professional policy as integrated supporting evidence.

The issue and/or debate is outlined and critically analysed to a competent level.

The proposal competently uses relevant legislative, regulatory and professional policy as integrated supporting evidence.

The issue and/or debate is outlined and critically analysed to an adequate level.

The proposal adequately refers to relevant legislative, regulatory and professional policy as integrated supporting evidence.

The issue and/or debate is not clearly outlined. Limited analysis.

The proposal insufficiently refers to relevant legislative, regulatory and professional policy as supporting evidence.

Inadequate understanding of the issue and/or debate. Analysis lacks cohesion.

The proposal has little or no reference to relevant legislative, regulatory and professional policy as supporting evidence.

Critical self-examination

Personal beliefs and assumptions relating to the issue and/or debate are examined, including comprehensive discussion of the impact of these on relationships with and teaching of tamariki and working with whānau.

Examines, with insight, their preparedness for supporting culturally relevant inclusive practice relating to the issue and/or debate. Critical theory and post-structural theory are used as frameworks for the examination.

Personal beliefs and assumptions relating to the issue and/or debate are examined, including competent discussion of the impact of these on relationships with and teaching of tamariki and working with whānau.

Competently examines their preparedness for supporting culturally relevant inclusive practice relating to the issue and/or debate. Critical theory and post-structural theory are used as frameworks for the examination.

Personal beliefs and assumptions relating to the issue and/or debate are examined, including adequate discussion of the impact of these on relationships with and teaching of tamariki and working with whānau.

Adequately examines their preparedness for supporting culturally relevant inclusive practice relating to this issue and/or debate. The examination is supported by critical theory and poststructural theory.

Personal beliefs and assumptions relating to the issue and/or debate have been outlined but there is limited discussion of the impact of these on relationships, learning and teaching.

Attempts to examine their preparedness for supporting culturally relevant inclusive practice relating to this issue and/or debate, but has not identified any examples of specific practice. The examination is supported by critical theory or poststructural theory.

There is limited or no evidence of the consideration of personal beliefs and assumptions relating to the issue and/or debate OR their impacts.

There is limited or no evidence of examination of their preparedness for culturally relevant inclusive practice. Limited or no evidence to suggest that critical theory or poststructural theory has been used to support the discussion.

Discussion of kaiako responsibilities	Identifies and comprehensively discusses their responsibilities as a kaiako in relation to the issue and/or debate and ways to address the issue at an ECE centre, including bicultural considerations.	Identifies and competently discusses their responsibilities as a kaiako in relation to the issue and/or debate and ways to address the issue at an ECE centre, including bicultural considerations.	Identifies and adequately discusses their responsibilities as a kaiako in relation to the issue and/or debate and ways to address the issue at an ECE centre, including bicultural considerations.	Attempts to explain their responsibilities as a kaiako in relation to the issue and/or debate and ways to address the issue at an ECE centre, including bicultural considerations.	There is limited or no evidence of their understanding of the responsibilities of kaiako relating to the issue and/or debate and ways to address the issue at an ECE centre, including bicultural considerations.
Task 2	40 – 50 marks	32.5 – 39.5 marks	25 – 32 marks	20 – 24.5 marks	1 – 19.5 marks
Development of a briefing paper Note: The issue and/or debate in Task 2 MUST be different to the issue and/or debate used in Task 1.	Briefing paper is developed with exceptional insight and understanding of the issue and/or debate. Comprehensively covers all required content. Gives three suitable recommendations for the Minister of Education, including one that relates to the bicultural context of Aotearoa New Zealand. All of the recommendations are clearly supported by evidence from the briefing paper. Comprehensively uses relevant legislative, regulatory and professional policy as integrated supporting evidence, including in-depth analysis	Briefing paper is developed with very good insight and understanding of the issue and/or debate. Competently covers all required content. Gives two-three suitable recommendations for the Minister of Education, including one that relates to the bicultural context of Aotearoa New Zealand. At least two of the recommendations are clearly supported by evidence from the briefing paper. Competently uses relevant legislative, regulatory and professional policy as integrated supporting evidence, including	Briefing paper is developed with adequate understanding of the issue and/or debate. Adequately covers all required content. Gives one-two suitable recommendations for the Minister of Education, including one that relates to the bicultural context of Aotearoa New Zealand. At least one of the recommendations is clearly supported by evidence from the briefing paper. Adequately refers to relevant legislative, regulatory and professional policy as integrated supporting evidence, including descriptions of their implications for	Briefing paper is developed with limited understanding of the issue and/or debate. Required content is superficial or does not meet all requirements. Insufficient use of relevant legislative, regulatory and professional policy as supporting evidence, lacking accurate description of their implications for practice.	Briefing paper is developed with inadequate understanding of the issue and/or debate. Work is unsatisfactory. Limited or no links to relevant legislative, regulatory and professional policy as supporting evidence.
	of their implications for practice.	explanation of their implications for practice.	practice that may lack detail or insight.
Academic writing	8 – 10 marks	6.5 – 7.5 marks	5 – 6 marks	4 – 4.5 marks	1 – 3.5 marks
Use academic writing conventions accurately in your response.	Presents a response that conforms very consistently to academic writing conventions with very minor or no errors or omissions in writing, formatting, or APA referencing.	Presents a response that conforms well to academic writing conventions with a few errors or omissions in writing, formatting, or APA referencing.	Presents a satisfactory response using academic writing conventions with some errors or omissions in writing, formatting, or APA referencing. Sources of ideas can still be identified.	Presents a response with many errors or omissions in writing and formatting that may cause strain for the reader. APA referencing may include errors that make it difficult to identify the source of ideas.	Makes many significant errors or omissions in writing, formatting or APA referencing that detract from the intellectual content of the response.

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EDU725 Inclusive Early Childhood Education Assessment 2, 2026 | Open Polytechnic

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