Watch the video: https://www.youtube.com/watch?v=Nr7BfgkbgYE

and refer to the National Quality Standards (NQS) to complete the following question. Interpret how the NQS is demonstrated in practice, in the case study provided.

Case Study 3 - Kite

Kite is an 18-year-old Brotherboy (a term used by Aboriginal and Torres Strait Islander People used to describe gender diverse people who have a male spirit) who is transitioning gender to be a man. He has recently completed his Certificate III in Early Childhood Education and Care and is interviewing for an Early Childhood Educator position at Little Catalysts ELC. Kite hopes to get some experience before doing his Diploma, as he would like to be a Kindergarten Teacher one day.

Kite is very passionate about sharing his Aboriginal culture with the children and his experience of believing that he is a male living in a female body, how he had to do things at school being a 'girl', with which he wasn't comfortable. Kite hopes to 'shed light on the world', that he is no different than anyone else and just wants to be happy being himself. Due to his past trauma, Kite has a monthly meeting with his counsellor.

Kite was interviewed by: Carol, the Director; Anthony, the Educational Leader; and Tanya, a Kindergarten educator. Carol thought Kite would be an asset to the service. He presented himself confidently during the interview and had 'good vibes'. Tanya shared that she was worried about saying the wrong thing to Kite if he started at the service. She felt inexperienced with LGBTQIA+ protocols.

Kite is worried that he might not get the job due to his age, sex and Indigenous background. He's concerned that needing a day off every month to see his counsellor for his mental health may inhibit his chances of employment.

Kite has been working at Little Catalysts ELC now for nearly a month and is loving every minute of it, as are the staff and children in the service. Kite is enthusiastically researching ways to bring Aboriginal and/or Torres Strait Islander People's culture and practice into daily practices and learning.

He also read about an early childhood educator who conducted a learning experience with two Aboriginal children and an Elder. The educator presented the Aboriginal Australia map, which illustrated the 250 'Countries' or language groups of Australia. Using a toy car, the educator showed the children the country where she was born and the journey she took to get to the country on which the preschool was located.

The teacher invited the children's relatives to show the children where they were born, which then prompted the Elder to tell the group about her childhood.

Provide the NQS element, element description and a practice example that relates to each area defined in the table, that was demonstrated in the Case Study - Kite continued. Refer to Quality Areas 1, 5 and 6 in your responses.

Provide one NQS element number, description which relates to the case study, for each area:

- QA1 Educational program and practice

- QA5 Relationships with chidlren

- QA6 Collaborative partnerships with families and communities including direct relationships with First Nations families and communities

Provide one Early Childhood Services National Law Act 2010 and Law Act 2017, (ECSNR) Regulation which relates to the case study, for each area:

- QA1 Educational program and practice

- QA5 Relationships with chidlren

- QA6 Collaborative partnerships with families and communities including direct relationships with First Nations families and communities

Provide one example of practice that relates to the NQS element you've chosen from the case study, for each area:

- QA1 Educational program and practice

- QA5 Relationships with chidlren

- QA6 Collaborative partnerships with families and communities including direct relationships with First Nations families and communities