Yabin Xin

The Special Support Unit is a specialised division within the Plumpton Public School that provides tailored education for children with special learning needs. During my volunteering days, I:

• Supported students with autism and intellectual disabilities by assisting with academic tasks, communication, and social engagement.
• Implemented individualized learning strategies using visual aids, sensory tools, and adaptive teaching methods.
• Assisted with behavioural management by supporting emotional regulation and using structured routines.
• Collaborated with educators to develop and implement learning plans aligned with Universal Design for Learning.
• Documented student progress and engagement to inform future lesson planning and individualized support.

During these few days of volunteering in this unique community, I learned:

• Supported children's learning and inclusion by assisting with daily activities and individualized learning plans.
• Conducted socio-economic analysis of the local community, considering SEIFA, ABS, and AEDC data, to better understand support for diverse families and tailor support services accordingly.
• Assisted in documentation and planning, applying the EYLF and National Quality Standard frameworks.
• Evaluated service accessibility and family engagement, identifying barriers for marginalised families and recommending improvements in communication and inclusion strategies.

• Worked with children aged 3 to 5 years, supporting their learning and development through play-based activities.
• Observed and documented children's learning, applying the planning cycle and EYLF to design meaningful experiences.
• Assisted staff with daily routines, including cleaning, setting up indoor and outdoor activities, and participating in team meetings.
• Developed practical experience in Long Day Care, applying theoretical knowledge to real-world teaching situations.
• Gained hands-on experience with Storypark, including uploading documentation and tracking children's progress.

• Observed, engaged with, and planned activities for children aged 0 to 2.
• Documented children's growth and engagement to ensure reflective practice.
• Designed individualised activities aligned with EYLF and developmental milestones.
• Supported children's sensory and motor development through hands-on experiences, music, and movement activities.
• Assisted with daily routines, including feeding, diaper changes, and nap transitions, while promoting secure attachments.
• Collaborated with educators to track progress, discuss observations, and adapt learning experiences accordingly.

• Developed expertise in pedagogical documentation, critically capturing and reflecting on children's learning more engagingly.
• Strengthened communication and collaboration skills by incorporating the voices of children, families, and colleagues into the shared documentation.
• Adapted to different teaching environments, working across multiple rooms to refine flexibility and responsiveness.
• Gained insight into the unique challenges and strengths of non-profit preschool education, enhancing my ability to work in diverse educational contexts.

• Took on leadership responsibilities, adapting half of the room leader's role, including facilitating staff meetings, documenting weekly reflections, leading daily transitions, and sharing key responsibilities.
• Conducted a practitioner inquiry project, using picture books to support preschoolers' emotional growth and enhance their ability to identify and express emotions.
• Developed advanced documentation skills, recording, coding and analysing children's engagement and learning progress to inform future planning.
• Strengthened problem-solving and adaptability, managing classroom dynamics, transitions, and collaborative decision-making with educators.