Read through the case study and answer the questions that follow:

Three-year-old Suni has recently arrived in Australia from Cambodia with his family and only knows a few words in English such as 'yes', 'no', 'food' and 'wee wee'. You have observed that Suni is having some difficulties settling into your service. Suni has attended the service for a fortnight and has been observed by staff pushing other children and grabbing their toys. You observe Suni pushing into a group of children and grabbing a guitar that another child was playing with. Suni begins to strum the guitar, smiling. The other child is upset and Suni appears not to notice. There is one staff member at your service who speaks Cambodian, and they have been helpful with some basic translation during Suni and his family's orientation process; however, the educator has also been vocal in explaining how children's behaviour is dealt with in Cambodia and firmly expresses that the child or his parents will not understand the strategies the service will use in developing Suni's cooperative behaviour. She informs you that after consultation with the parents, they have said in Cambodia children are punished and put in a corner when their behaviour is not acceptable. They are in agreement of using these strategies as they have seen improvement in the past.

A) Explain how the National Quality Framework supports plans for developing cooperative behaviour

B) Explain how you would approach the situation in regard to families' differing beliefs and support them to understand the research and theories the service uses to guide their child's behaviour

C) Describe three types strategies that you could use in this situation that would support Suni

D) What are the current and emerging theories and research on fostering a child's cooperative behaviour?