"plate. whose lives we are taking.Possible tensions: Parent from non-western culture and/or have specific religious beliefs whomay find it wasteful and offensive that children are not required to eat all of the food they areserved.EXAMPLEWestern cultures tend to promote early Children have all of their needs met and are notindependence of self-help skills expected to develop self-help skills until middlechildhood.Possible tensions: In western cultures infants are usually placed in Children sleep in the same bed with their parentsa room on their own soon after birth. for several years.Possible tensions: Individual achievement is valued, reinforced Singling out children for praise is regarded asand rewarded. inappropriate as it is thought to make the childconceited and can have a negative impact on thechild?s relationship within the group.Possible tensions: QUESTION 2READINGSTo complete this task refer to the text and the following readings:? Teaching Children a Vocabulary for Emotions, Fox, L., & Harper Lentini, R., (2006).? Theories and Theorists: Erik Erickson [Fact sheet], Yorganup Indigenous ProfessionalSupport Unit.QUESTION2 (A)Define emotional self-regulation. Emotional self-regulation is a process of managing one?s emotions in response to situations, peopleor events in order to function effectively. It is a cognitive process that requires the purposefulmodification or inhibition of one?s emotions. Page | 34CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014QUESTION 2 (B)List the factors that influence children?s ability to self-regulate their emotions. Several factors may include but are not limited to: ? Temperament -A child?s temperament is what determines how a child reacts, interacts and behaves. It isabout the style of behaviour not the content of behaviour. ? ? Gender? ? Cultural factors such as child-rearing practices, life experience, cultural expectations ? in relation to the expression of emotions ? ? Parental expectations? ? Role models? QUESTION 2 (C)Define the term „temperament?. temperament will have an effect on childrelationships and ability to self-regulate theiremotions. QUESTION 2 (D)List three impacts a child?s temperament will have on relationships and emotional self-regulation. It will affect their persistence at completing tasksIt will affect ability to cope with challenge or frustrationIt will affect their ability to control their own behavior. QUESTION 2 (E)List the ways educators can support children in each of Erikson?s stages of psychosocialdevelopment. Stage of Educator StrategypsychosocialdevelopmentTrust vs Mistrust ?? We try to match babies and educators so they form warm attachments.?? We respond warmly and consistently to babies’ needs. ?? We talk gently toPage | 35CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014babies if we can’t pick them up or deal with their needs right away.? Baby carries provide a warm and gentle touch and leave our hands free todo other things while keeping us in touch with baby’s need.Autonomy vsTune in to children’s interests and skill levels and offer just enough support tohelp them do things for themselves .Shame and Doubt? Provide a variety of play experiences so they can explore and choose what to do. ? Never pressure them into toileting before they are ready.Initiative vs GuiltProvide play spaces with lots of movable parts so children can organise anddevelop their own play ? ?Invite children to contribute to the program, what do they want to do?? Respect their play and give them time Industry vsWe encouraged and reinforced for their initiative sothey begin to feelInferiority industrious and feel confident in their ability to achieve goals. if this initiativeis not encouraged , if it is restricted by parents or teacher then the childbegins to feel inferior ,doubting his own abilities and therefore may notreach his or her potential QUESTION 2 (F)List and describe the two dimensions of self-awareness.1. A „bodily self? (physical) – awareness of self as a separate being. 2. An awareness of oneself as a „socially independent self with separate thoughts? (psychological). QUESTION 3QUESTION 3 (A)Page | 36CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014Self-esteem influences life chances and choices. List four examples of skills/traits that are displayedby children who have a healthy self-esteem. Feel good about themselves and in turn act kindly towards others.Accept and appreciate themselves and others. Are happy and therefore more productive. Feel respected, valued and powerful. Are creative and motivated to learn and therefore accomplish goals. QUESTION 3 (B)List the behaviours commonly associated with a low self-esteem.Anxiety in new situations. May display anti-social behaviors. Focus on failure instead of success, problems instead of challenges, difficulties instead ofpossibilities. Avoid risks such as trying new tasks and avoid situations which may involve failure. „I don?t want todo it?, „I don?t think I can do it?; „This is stupidQUESTION 4QUESTION 4 (A)Page | 37CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014Resilience refers to the individual?s ability to overcome setbacks and persevere in the presence ofdifficulty or hardship and to see their mistakes as opportunities to learn and grow. Explain why it is important to help children build resilience. It is important to help children build resilience. Resilience refers to the individual?s ability toovercome setbacks and persevere in the presence of difficulty or hardship and to see their mistakesas opportunities to learn and grow. Building resilience creates a „can do? attitude. Children who areresilient are able to attempt and persist in trying new tasks without the fear of disappointment orfailure - they are happy to do their best and will continue to work towards success. Children who arenot resilient focus on failure and dwell on non- achievement. They will often not attempt a task morethan once before giving up. They are likely to become very disappointed and upset, saying „I can?tdo it. It?s too hard for me?. Sometimes such children will blame others for their limitations. QUESTION 4 (B)Suggest two strategies that can be used to support children to become resilient. ?Talk to children and help them to see how they can work towards building their skills orworking through their mistakes. ? ? Do not dismiss children?s feeling of disappointment in their efforts/skills/abilities acknowledgethem in a respectful manner. „I know you are disappointed”. ? QUESTION 5The following scenario?s follow Kali?s development from 7 months to 3 years. Read each scenarioand answer the related questionPage | 38CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014Scenario AKali Kali (7 months) is sitting in her highchair waiting for her morning tea. As the educator approaches with herfood Kali smiles and squeals loudly, banging her hands on the tray. “Are you a hungry girl?” says the educator.Kali waves her hands and laughs.QUESTION 5 (A)i. Identify the behaviors that indicate Kali?s growing sense of self.Kali being a 7 months old child is chirpy, cheerful and bangs her hand with excitement on seeingfood. ii. What stage of psychosocial development does Kali demonstrate? She is in the learning process of controlling her environment and can recognise the needs. This isfurther expressed with mobility, curiosity and creativity. Scenario BKali Kali (18 months) is playing a game by herself. She places blocks in a box and then tips the blocks out andrepeats the process. As she puts each block in the box she pauses, looks intently at the box and thencontinues her game. As she tips the blocks from the box she laughs and then claps her hands. Theeducator comments, “I can see you like tipping out the blocks Kali.”Kali smiles, nods and continues hergame.QUESTION 5 (B)i. Identify the behaviors that indicate Kali?s growing sense of self. In her 18 months, Kali is able to identify and arrange things according cognitive skills. Afterarranging each block she analytically examine each time, which shows her imaginative andcreative skills. ii. What stage of psychosocial development does Kali demonstrate? She is learning to control and handle things around her according to her knowledge. In thisprocess her creativity and communicative skill is demonstrated. Page | 39CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014Scenario CKali Kali (3 years) is in the sandpit rubbing her toes into the wet sand. She is holding a small scoop in onehand and begins to dig a hole. She pours the sand from the scoop onto her other hand. She repeats thisaction several times. Kali then notices she has a lot of sand on her lap. She begins to brush it away with large arm movements. The sand scatters in all directions. Nia (15months) is sitting nearby and the sandflicks into her eyes. She begins to cry. Kali stops and looks at Nia. She stands up and goes to Nia, takingher hand she says “She?s crying.” She looks around for an adult.QUESTION 5 (C)i. Identify the behaviors that indicate Kali?s growing sense of self. After reaching 3 years of age, Kali has become joyous, playful, mischievous, and also caring. Onone side plays with sand and on the other side she cares for the crying child. ii. What stage of psychosocial development does Kali demonstrate? In this stage of life, Kali has learned to take care of herself and others with full confidence. Shealso shows her temper, stubbornness, tantrums and social role identification. QUESTION 6READINGS? You Got It!” Teaching Social and Emotional Skills, Fox, L., & Harper Lentini, R., (2006). QUESTIONFox & Harper Lentini (2006) suggest that where young children have not had the opportunity toacquire key social and emotional skills it is necessary to teach these skills.Read each scenario and provide an example of what you might say and do to assist thechildren to develop each social and emotional skill or behaviour.Scenario Skill/behaviour Educator strategyLiam (3.6yrs) always avoids helping Following Liam, look at Josh and Sari, they areto pack away. Today he refuses to directions/helping helping to pack away the blocks. Ihelp Josh and Sari pack away the adults and peers. want you to help pack away theblocks. blocks.EXAMPLEPage | 40CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014Oliver (4yrs) tends to laugh when ExpressingOliver, do not laugh when others areone of the other children is hurt and empathy with hurt. You should feel sorry for Corrieupset. When Corrie falls and hurts others? feelings and should help him in his criticalhis leg, Oliver laughs at him. situation. Saadi (3yrs) is extremely impulsive Controlling anger Saadi, you should know to control– she lashes out at others when she and impulses your anger. If you want to have thedoesn?t get her own way. Saadi pram then you should have said us orwants the blue dolls pram which Jai asked Jai politely.is using. Saadi pushes Jai and takesthe pram.Zeenie (4.7yrs) tends to be a Suggesting playZeenie, look how Pia and Billy arefollower. She rarely initiates play themes and making snakes from the dough. Youideas and tends to remain on the activities to peers. should also actively join them andfringe. Zeenie is watching Pia and suggest other playing ideas.Billy make snakes from theplaydough. Pia asks Zeenie if shewould lik1`e to make snakes. Zeenieputs her head down and doesn?treply.William (7months) is crying on Identifying feelingsWilliam, let?s try this new place. I amwaking. The educator picks up in oneself and sure, you will enjoy this place, asWilliam and takes him to the change others there is no one to disturb you.table without speaking.QUESTION 7Successful interaction requires children to be able to co-operate, collaborate, negotiate, compromiseand problem-solve. Read each of the following scenarios and suggest how the educator might assistthe children to use appropriate pro-social skills.Scenario AI love youGemma (4 years 6 months) and Mia (4 years 7 months) are at the writing centre, „writing? letters to “Dora”.„I?m going to say I love you?, says Mia.„So am I?, says Gemma.„No you can?t! I?m saying it first?, replies Mia.„I can say it too?, says Gemma.Mia reaches across and scribbles on Gemma?s writing.„I hate you! Look what you did to my letter?, yells Gemma.„I don?t care?, says Mia. „I don?t like you anymore!?Page | 41CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014QUESTION 7 (A)How can the educator support the children in Scenario A to use the appropriate pro-social skills? The educator should use both constructive and specific ways of resolving the conflict betweenGemma and Mia. Their impulsive behaviour should be controlled and they should be made torespectfully and peacefully resolve the conflict by themselves. The educator should make thechildren to play in a group for the development of good social relationship. Scenario BHe?s not sharingThree year-old Erin, complains to Nicky the educator, “Charlie won?t share the snake puzzle with me.”Their impulseive “Erin, Charlie has been working very hard to do that floor puzzle, I think he wants to work on it some morebefore he?s finished.”“But I want a go,” says Erin.“Then you?ll need to ask Charlie when he thinks he might be finished,” says Nicky.“But he says he will be a long, long time and I want a go too.”“I?m sorry, Erin, you?ll have to wait until he has finished. Why don?t you find something else to do whileyou?re waiting?”Erin kicks the floor puzzle, scattering some of the puzzle and stomps away with an angry look on her face.QUESTION 7 (B)How can the educator intervene to assist the children in Scenario B to use the appropriate pro-socialskills? The educator needs to deal with the aggressive Erin more calmly and patiently. It is much neededfor the educator to manage the feeling of Erin by providing him another source of interestinggame. He could have asked Charie to share the floor puzzle with Erin, so that his anger can beregulated. Erin needs a support from Nicky for the development of self-regulation skills andpsychological well-being. QUESTION 8Use the descriptors below to identify the three most appropriate strategies that could be used tosupport the development of the age-appropriate skills.Page | 42CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014Realistic Expectations Consistency Respect AttemptsAge-Appropriate EquipmentEncourage Practice Skills/FurnitureProvide an unhurried time Talk about choices Discussion Verbally acknowledge attempts Questioning PraiseSkills Strategies that can be used to supportskill development Toddlers : Self Help Encourage to help dress and undress EncourageEncourage to assist during nappy, potty training Realistic ExpectationsEncourage to feed self Practice SkillsToddlers: Make ChoicesAllow children to make choices in Respect Attemptsplay/experiencesPre-schoolers:Self HelpRealistic ExpectationsToilet self, wash handsCare for own belongings Praise Participate in setting up and packing away Practice Skills Set table for meals ConsistencyPreschoolers: Make Choice or Decision Choose play experiences Age-Appropriate Equipment /FurnitureChoose playmates/play alone Talk about choicesDirect own play Provide an unhurried timePreschoolers: Accept ResponsibilityQuestioningEncourage problem-solving and conflictresolutionTake responsibility for own actions (ageVerbally acknowledge attemptsappropriate)PraiseTake responsibility for own belongingsQUESTION 9Page | 43CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014"