Reference no: EM132616089 , Length: word count:2000
CHCECE003 Provide care for children - Job Training Institute
Assessment 1
1. Use the following words to complete the statement below.
Predictable choices challenges safe explore experiment
Preschool children require an environment that provides opportunities to make _______________, allows them to_______________, _______________, and take on new_______________. They also need adults to provide structure and routine so that their environment feels_______________and _______________.
2. The following photographs show Educators engaging with Children during meal times
i. How are the Educators ensuring appropriate supervision of the children during mealtime?
ii. List three things the Educator could do or say to engage with the children while eating or drinking?
1. To complete this task refer to the following website: read the Sample Sun Smart policy for early childhood education and care services, Cancer Council Victoria (2012).
a. What are the five objectives of the Sun Smart policy?
b. What does the policy recommend families are responsible for in relation to being Sun Smart when enrolling their child?
2. To complete this task refer to the following reading:
• Guide to the National Quality Standard, ACECQA (2018).
• See pp.156-163 NQS 2.1.3Healthy eating and physical activity are promoted and appropriate for each child
• a. What does Element 2.1.3 of the NQS aim to achieve?
a. What does Element 2.1.3 of the NQS aim to achieve?
b. When assessors are looking for evidence that a service promotes physical activity as defined in Element 2.1.3, what sorts of things may they observe Educators doing?
c. When assessors are looking for evidence that a service promotes physical activity as defined in Element 2.1.3 , what sorts of things may they observe children doing?
To complete this task refer to the following reading:
• Move and Play Every Day: National Physical Activity Recommendations for children 0-5 years, Department of Health and Aging (2010).
a. List five benefits of a child being physically active every day.
b. How much physical activity do preschoolers require?
c. List four activities that you could plan to facilitate children's active physical play.
6. You have decided to conduct a group experience with the 3-5 year old children to discuss how their bodies work and the importance of physical activity to health and wellbeing.
i. Identify a book you could read with the children relevant to this topic, include title and author?
ii. Identify a game you could use to extend on the children's knowledge and interest of health and wellbeing?
7. To complete this task refer to the following reading:
• Challenging Play - Risky! Kidsafe NSW (2012).
• Read the statements in the table below and indicate whether they are True or False.
b. List five benefits of risk taking.
8. a. Why are schedules and routines important?
b. Why is it necessary to support children through transition with the following?
9. Well planned routines and environments as well as responsive Educator interactions can support the development of social and emotional skills as well as prevent behavioural issues.
List three strategies or techniques Educators can use to promote positive routines and environments.
10. Match the examples of Educator Practice to the Transition Strategy.
11. Kelly (3 years) cries every morning when it is time for her dad to leave.
What could you do to minimize the distress of separation for Kelly and her dad?
12. Give three ways how Educators can encourage children to communicate, listen and treat others with respect.
Q13. Name the Article 31 from United Nations Convention on the Rights of the child . Discuss in your own words(100-150 words)
Assessment 2 - Case Studies/scenarios
Case Study /scenario 1
Eden
Eden (3.6 years) still has regular toileting accidents - she often wets herself because she doesn't want to leave her play and leaves it until the very last minute to rush to the toilet. Eden is at the puzzle table when the Educator notices a pool of liquid under her chair. The Educator approaches Eden and gently prompts her about her accident, guides her to the bathroom and quietly alerts another staff member about the accident who proceeds to clean the area. The Educator retrieves Eden's change of clothes and offers assistance. Eden begins to undress and change her clothing, placing the wet clothing in a bag the Educator is holding. The Educator explains where these items will be stored until parents arrive for pick up. Eden appears anxious about having an accident and the Educator reassures her that accidents happen and comments that she will always be able to return to play after using the toilet.
That afternoon, the Educator takes Eden's mother aside to a private area away from the children and other families, and talks to her about Eden's accident and how Eden seemed a bit upset and anxious. Eden's mother explained that they were getting frustrated with Eden's accidents at home and were not sure how best to manage them. The Educator discussed the importance of staying calm and reassuring Eden and to use gentle reminders regularly. She gave Eden's mum some further strategies on helping Eden be better tuned in to her body so that she can get to the toilet on time.
From the list below, identify the ways that the Educator supports Eden's self-esteem and privacy in relation to her toileting accident.
Case Study/scenario 2
Jamie
Jamie (4 years) arrives at the service today dressed in a singlet top, thongs and cap. The Educator explained that the service sun smart policy required the children to wear covered sleeves and broad brimmed hats. His father explains that this is what he wanted to wear and that he didn't see a problem with it as that's what they normally wear and to just slap some sunscreen on. The Educator acknowledges that this is fine at home but that she needed to follow the service Sun Smart policy and that maybe they could put a shirt on Jaime to play outside with a spare hat today and then if Jaime wanted he could take it off when they went indoors. Jamie and his father were happy with this outcome and the Educator later reflected that it would be a good time to discuss sun safe practices with the children again and to add some information into the newsletter for families.
From the list below, identify the ways in which the Educator follows the service's Health and Safety requirements whilst at the same time meeting the family needs?
Case Study/scenario 3
Ethan
Ethan (2 years 11 months) has been attending the centre for two years and is currently in the toddler room. A position has opened up in the 3 year old room and Ethan's Educators and parents agree that Ethan would benefit from transitioning to the 3 year old room. The Educator and parents collaborate on a transition program that they hope will ensure a smooth transition.
Each morning Ethan's father tells him that now that he is a big boy he will be spending time in the 3 year old room with Josh (Educator). The Educator and the parents make this an exciting prospect for Ethan.
Just before morning tea Ethan is taken to the 3 year old room, has his morning tea with the older children and then joins them for a story, music and indoor play. He then returns to the toddler room for his lunch and afternoon sleep.
It is planned that this process will continue until the Educator, parents and Ethan feel he is ready for a permanent change. To everyone's delight after 2 weeks Ethan announces that he is "A big boy' and wants to ‘Stay with the big kids!"
What factors contributed to a smooth transition for Ethan?
Case Study/scenario 4
Jonty
Jonty (5 years 1 month) is still learning to share. When at the playdough table Jonty gathers as much dough as he can and refuses to share it with other children.
Educator response:
Educator: "Jonty, remember we have to share the play dough. I will help you to give some to Seren and Macky."
How does the educator's response support the building of social skills and reciprocal respect of others?
Case Study/scenario 5
Callie
Callie (4 years 4 months) is sitting with a small group of children having her morning tea. Callie is rocking back on her chair. The Educator reminds Callie to sit with her feet on the floor. A few minutes later Callie again rocks on her chair and this time the chair topples backwards, sending Callie crashing to the floor.
Educator response: The Educator quickly goes to Callie's aid. Callie has bitten her tongue and there is some bleeding in Callie's mouth. The Educator calms Callie and applies first aid.
Once Callie is calm and the bleeding has stopped the Educator continues to sit with Callie to offer her comfort.
Educator: "I'm sorry you hurt yourself Callie. It must have given you a fright falling like that."
Callie: "Yeah, it scared me."
Educator: "It's really important to sit properly on the chair with your feet on the floor."
How does the Educator's response support Callie's social and emotional development?
Case Study/scenario 6
Joel
Joel's mother usually waits until Joel (3 years 6 months) is settled and then whispers goodbye before quietly leaving, knowing that Joel will not hear or see her. Joel begins to cry as soon as he realises his mother has left.
What would you say to Joel's mother about saying goodbye?
Scenario/Case study 7
To complete this task refer to the following reading:
• The ‘third teacher' - creating child friendly learning spaces,National Childcare Accreditation Council (2011).
For each set of photographs, comment on the physical space and equipment and how they are arranged/organised to promote children's independence and participation.
Include the following in your answer:
• How physical space is arranged to promote children's engagement?
• Boundaries/dividers; how the area is accessed; safety?
• Storage of and access to equipment, furniture for children and adults?
• How space promotes social interactions?
• How the space promotes sustained play/concentration, sharing?
• How natural elements are used?
• Age of each activity
Scenario/scenario 8
Evie
Blue Bay Early Learning Centre has a beautiful natural outdoor environment that features a number of trees the children are able to climb as well as a variety of different surfaces that children must learn to navigate on and around.
Today Evie (3 years) was walking along the rocky path in her bare feet. The Educator could see that Evie was struggling to negotiate the loose and uneven rocks and continued to observe her efforts until Evie came to a standstill and looked around. The Educator said to Evie "Let me help you put your shoes on and see how you go then." The Educator assisted Evie to put her shoes on and Evie was then able to manoeuvre over the rocky path with greater speed.
How has the Educator supported Evie to successfully negotiate the experience?
Assessment 3 - Research activity
Go to this website Research National Physical Activity Guidelines for Australians and answer the following:
1. What is the name of the publication that shows National Physical activity recommendations for children 0-5 years?
2. What is the name of the publication indication Australia's physical activity and sendentary behaviour guidelines for children 5-12 years?
3. In about 100-150 words summarise the publication National Physical activity recommendations for children 0-5 years?
4. In about 100- 150 words summarise the publication: Australia's physical activity and sedentary behaviour guidelines for children 5-12 years?
Assessment 8 - Simulations
The following simulation is to be completed in class in an environment that represents the workplace. You will be paired/grouped with fellow students and your trainer will assess you performing the simulation. If not satisfactorily completed, you will have the opportunity to repeat the simulation. Discuss with your partner/group how you are going to fulfil the roles (in bold) in the scenario given. This is a class observation and your trainer will assess your abilities and use the checklist below to record their observations.
Simulation 1 - Asher
Asher (3 years 3 months) and his mother, Tara are new to the area. Asher and Tara have been on several orientation visits to the centre and Asher has interacted well with the Educators and children. Today will be the first time Asher's mother will leave him at the centre.
Tara is anxious that Asher will cry when she leaves. During the orientation visits Tara had attempted to leave Asher for a short time but he became too distressed. Tara has secured a part-time job which she is due to start tomorrow.
Asher likes to do puzzles, build with the blocks and play with the train set. There are several other children in the group who are extremely social who have approached Asher to play. Asher appears to be developing well and has been happy and relaxed in his mother's presence.
Asher has a rabbit called ‘Bob' that he carries with him at all times.
Simulate a separation routine for Asher and his mother to follow.