Chevron College’s CHEV011 development plan asks early years educators to look honestly at their own ECEC service. You judge how anti-bias goals 1 and 3 are promoted through everyday practice and policy, recommend three improvement strategies backed by legislation, national standards and early learning theory, and analyse your personal role in sustaining an inclusive, anti-bias culture.

Assignment: Development Plan

Considering the anti-bias goals 1 and 3 for children, students are required to evaluate their ECEC service and propose strategies to enhance practice, demonstrating the fulfilment of module learning outcomes 1–5. AI use: Level 1 – AI for support.

Assignment Requirements

1. Introduction (200 words).
2. Evaluate how the anti-bias goals 1 and 3 for children are promoted or not promoted within your ECEC service, providing specific examples, with reference to how your service’s policies impact anti-bias practices (600 words) (LO4).
3. From your evaluation, discuss three strategies that would further promote the anti-bias goals within your service, determining how these proposed strategies support adherence to and engagement with relevant legislation, national standards and early learning theories (800 words) (LO1, LO2).
4. Analyse your role in maintaining an anti-bias culture within the service with reference to language, participation, communications and relationships (700 words) (LO3, LO5).
5. Conclusion (200 words).

All areas of the assessment should be supported with relevant literature. Word count: 2,500-word essay or a 16–20 minute PowerPoint presentation (+/-10%). Weighting: 100%.

Module Learning Outcomes

• LO1: Detail the requirement for equity, inclusion and diversity in ECEC through legislation, policy, frameworks, guidelines and early learning theorists.
• LO2: Discuss the strategies that may be used to foster inclusive practice in an early years setting.
• LO3: Discuss the importance of the language of inclusion in relation to communications, interactions and relationship building with children and their families.
• LO4: Evaluate the anti-bias approach in practice.
• LO5: Analyse the role of the educator in ensuring participatory inclusion and an anti-bias approach to the education and care of children and families.

Presentation and Layout

• The assignment should demonstrate engagement with module concepts and readings, in-depth independent academic research and the specified learning outcomes, and be submitted by the due date.
• Essay option: essay-style layout, Times New Roman or Calibri, size 12 main text, size 14 headings, 1.5 line spacing; include a self-reflection form, optional cover page, table of contents, self-assessed rubric and the essay with a reference section.
• PowerPoint option: provide a voiceover, use suitable font size and layout, cover the assessment requirements with in-text references and a reference section; the self-reflection form and self-assessed rubric can be uploaded as one document and the recorded presentation separately.

Get Expert Help with the CHEV011 Anti-Bias Development Plan

Begin with real, anonymised examples from your setting for each goal, then show where policy supports or limits anti-bias practice. Your three strategies should each name the standard, framework or theorist that justifies them, and the role analysis should cover language, participation, communication and relationships rather than general statements about inclusion.

Our essay help can support structure and word allocation, and our early childhood and QQI assignment help covers ECEC modules. You may also find the Level 6 Early Learning and Care assessment brief useful.

For a worked structure, see our CHEV011 anti-bias development plan sample (for reference only) and the guide on how to write an anti-bias development plan.