Reference no: EM132634371

CHCECE005 Provide care for babies and toddlers - KAL Training

Assessment Task 1:

Question 1:
a) Sensory stimulation is food for the brain of babies and toddlers. Provide two examples of how bright colors, novelty and stimulation can affect brain development.

b) Hutchins and Sims (1999) suggest four strategies to support attachment in child care settings. List each strategy and explain the meaning. nine key qualities that should be included in daily routines for babies and toddlers to support their social, emotional, language and physical care needs.

Question 2
Read each educator practice and explain why the practice supports respectful and trusting relationship with babies and toddlers.

Educator Practice
Educators always try to assist toddlers to see the consequences of their actions in a respectful manner. E.g. "Look at Callie, she's crying. Can you give her a hug?"
Every child has their own space to put their personal belongings.
Each baby/toddler follows their own individual sleep routine.
The program at Blue Bay Early Learning Centre reflects the rich cultural diversity of the local and broader community.

Question 3
What does the National Quality Standard (NQS) aim to achieve with Element 2.1.2?

Question 4
Scenario: Sleep Routine

The educator recognises and accommodates the specific sleep/rest patterns of babies and toddlers.
Molly's parents informed the educator, Sue, that when Molly (6 months) is tired she rubs her eyes and cries. When she is settling for a sleep, she likes to hold the satin edge of a baby blanket.
After lunch time Sue notices Molly is restless and rubbing her eyes. She picks Molly up and says, "Are you sleepy Molly?" Molly snuggles into Sue's shoulder. As Sue changes Molly's nappy, she talks softly to her. Sue sits on the lounge with Molly in her lap and gives Molly her bottle. Molly holds the bottle and Sue sings Molly's favourite song.
When Molly has finished her bottle she is looking drowsy. Sue places Molly in the cot with her satin edge blanket. Sue stays with Molly until she is asleep.

a) In the scenario ‘Sleep Routine', how has the educator demonstrated quality care practices in relation to the family's individual routine for Molly?

Scenario: Individual Routine

Sara (9 months) has been in care for two months. Whenever she is placed in a cot she begins screaming. She pulls herself to a standing position and sometimes flings herself backwards, arching her back as she screams.

b) In the scenario ‘Individual Routine', list the behaviours that indicate Sara is unhappy when placed in the cot.

c) What should the educator do to comfort Sara?

d) Identify how the educator can involve the family in developing a better sleep routine for Sara?

Question 5
Scenario: Planning for Development

Educators are sensitive to toddlers emerging skills and plan an environment that is predictable and allows children to practise their new skills.
Ben (18 months) has been attempting routine tasks such as hand washing and becomes upset, saying ‘Me do', if the educator attempts to help. To encourage him, the educator has ensured the soap and paper hand towels are easily accessible. She also puts up photographs of ‘hand washing' over the taps. She talks to Ben about each step in hand washing and allows plenty of time for practice.

How has the educator supported Ben's attempts to gain new skills and providing an environment to support skill development?

Question 6

What physical indicators may a baby or toddler display that shows they are tired and in need of sleep and rest?

Question 7
To complete this task refer to (Page: 287) of textbook ‘The Big Picture' and the readings:
• Baby sleep: Light and Noise
• Sudden Infant Death Syndrome (SIDS)

a) SIDS and Kids is the recognized national authority on safe sleeping practices for infants and children. Describe the meaning of SIDS.

b) List the recommendations for safe sleep practices for babies.

c) Providing an environment that is conducive to rest can be assisted by adjusting lighting and noise conditions. What are four strategies that you can use to manage light and noise?

Question 8
Look at the set of photographs below.
For each photo describe how the educator uses daily routines to interact one-to-one with the child.
a.
b.
c.

Question 9

a) List seven characteristics that a child who is ready for toilet training may display.

b) What information can be provided to families in relation to pre-toilet training?

c) What six steps can educators consider when sensitively and positively supporting children who are toilet

training?

d) List two supportive practices the educator can adapt experiences to meet the individual child's routines in relation
\to nappy change and toileting.

Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the following question.

Scenario: Anna

Educator Anna always gets down to the toddlers level and explains that it's time for a nappy change. Anna never hurries the toddler and allows them to finish their play.

e) How does Anna's behaviour reflect the UN Rights of the child and the ECA Code of Ethics in relation to every child's right to be treated respectfully?

Assessment Task 2 - Supportive Care Routines

Question 1
Scenario: Lucie
Lucie (14 months) is becoming more confident and independent each day. She insists on doing most things for herself and will persist at a task even when she becomes frustrated. Lucie's parents have asked that Lucie have only one sleep per day (after lunch). The educator finds that because Lucie is so tired by lunchtime that it's difficult to settle her for a sleep.

How can the educator adapt the lunchtime routine to meet Lucie's need for rest?

Question 2
Scenario: Shellbie

At lunch time the educator serves the children their meals individually in bowls and gives them their own cutlery and sipper cups. She checks the room allergy list before each child receives their bowl. The educator closely supervises all children during mealtime, and also keeps a second set of food so that she can offer food to the children learning to feed themselves, ensuring they receive enough food.
Shellbie(12 months) is learning to eat and drink independently at meal times. She enjoys exploring the texture of foods and alternates between using her hands and spoon.
Shellbie always enjoys her meals. When she is finished she lets the educator know by raising her arms and saying ‘Up'.

a) How have the educators ensured Shellbie's safety while eating her lunch?
b) How has the educator provided for Shellbie's growing independence?
c) What would you communicate with Shellbie's parents about her mealtimes?

Question 3
Document how to prepare formula and breast milk according to recommended food safety standards.
Take into considerations, safe storage, heating and cleaning.

Question 4
As well as needing to safely manage formula and bottle feeding, there may be times when you will be required to support a mother who wishes to continue breast feeding.
List three ways a service can identify as ‘breast feeding friendly'?

Question 5
List the National Health and Medical Research Council guidelines for healthy eating for:
a) Infants up to 6 months.

b) Infants 6 - 12 months.

Food Groups
Milk, yoghurt, cheese and/or alternatives (mostly reduced fat)
Lean meat and poultry, fish, eggs, nuts and seeds, and legumes/beans
Fruit
Vegetables and legumes/beans
Grain (cereal) foods, mostly wholegrain
c) Indicate the daily recommended serves of each of the following food groups for each age group.

1 - 2 years

2 - 3 years

4 - 8 years

Question 6
a) List the five key practices to minimise the risk of food contamination.

b) What is the minimum temperature for cooking most foods?

c) What is the minimum temperature for re-heating food?

Question 7
a) In relation to the recommended vaccination schedule, list the ages when children receive vaccinations.

b) According to Regulation 162, where must children's immunisation records be kept?

Question 8
List the five key procedures for infection control.

Question 9

Listed below are common safety hazards for babies and toddlers.
Suggest one way in which the educator could reduce each hazard.
a) Infants not yet crawling - Hazard: May roll off the nappy change table.
b) Infants crawling and beginning to walk -Hazard: May choke on small objects and some foods.
c) Toddlers -Hazard: Will attempt to stand and climb out a high chair.

Assessment Task 3 Nurturing Environments and Relationships

Question 1

a) List two ways in which this space supports and stimulates the baby's development?

b) How does this setting demonstrate a safe and stimulating play space for physical development?

c) Look at this setting and explain how it provides a safe play environment for toddlers.

Question 2

Scenario: Supporting Physical Development
Katie (8 months)has learnt how to pull herself to a standing position and walk around furniture. The educator places some toys on a sturdy child's chair.

a) How is the educator supporting Katie's developing skills?

b) What equipment/experiences should the educator provide to support Katie's physical development?

Question 3
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the following question.
Scenario: Supporting Emotional Development

The educator, Jill, sits with Eva (18 months) and Anna (20 months). Earlier this morning a parent had bathed and breast fed her new baby while the children watched.
Jill: "Can you see the baby in the bath? I think we need to wash her. Here's a washer for you Anna and here's one for you Eva and here's one for me."
Jill models how to wash the baby. "We need to hold her gently and make sure her head doesn't go under the water. Here you go baby. Do you like the nice warm water on your tummy?"
"Eva, you're doing a good job washing the baby's hair. You're being very gentle."
"Anna are you tickling the baby's toes when you wash her feet? I think she likes that."
Jill remains with Eva and Anna during this experience, offering encouragement and describing the children's actions.

Identify the strategies the educator is using to create a supportive learning environment for Eva and Anna.

Question 4
Scenario: Cultural Practices
Lali's(16 months)family is from India. They have been in Australia for three months. Lali has now been at the service for six weeks and attends two days per week. Her parents are undertaking studies at the university and will be in Australia for two years.
Lali's parents speak fluent English and Assamese. They speak to Lali mainly in Assamese but want her to also learn English.
When Lali is not in childcare she is cared for by her maternal grandmother who has made the trip with the family. Lali's grandmother also lived with the family in India and has always helped to care for Lali. Grandmother speaks limited English and talks to Lali in Assamese. Lali is used to the constant attention of her family and finds the unfamiliar surroundings of childcare difficult. She follows the educator around whimpering and holding her arms up to be carried.
When is time for Lali to sleep she screams when the educator lifts her into a cot. The educator finds that the only way she can get Lali to sleep is to sit with her in the rocking chair and gently rock her to sleep.

a) What factors have contributed to Lali finding it difficult to settle into childcare?

b) What could you do to support Lali to adjust to care?

Question 5
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the following question.

Scenario: Adjusting to Change
Ava (14 months) has attended child care for eight months. She initially settled well and has developed a strong bond with educators. Ava was attending the service three days per week but now attends full-time as both parents have full-time jobs.
Ava has not adjusted well to this change. Normally Ava is happy to go to an educator and wave goodbye to Mum or Dad. Now she screams and clings to her mother or father and continues crying for around an hour. Mum, Dad and educators are all upset by this change in Ava and decide to meet after hours to work on a plan to help Ava settle.

a) Suggest what the parents/educators could do to help Ava adjust to her new routine?

b) Explain why it is important for educators to support Ava's parents during this time.

Workplace Task 1
Sharing Information and Developing Relationships

Activity 1
This task requires you to research the service policies and procedures as well as observe the practices of educators in relation to sharing information with families and developing relationships with children under 24 months old.

Documentation Required:
a. Describe how the service and educator gathers information about the child from the parent/guardian.
b. Describe how the educator communicates information about the child's education and care to the parent/guardian.
c. Describe the strategies used by the service to develop and support educator and child relationships. Some of the areas you may like to explore include:
• The process used by the service to orient the child and the parent to the service.
• The strategies used to assist the carer and the child to develop a close bond.
• Whether the service allocates a primary carer for each child and how this is managed.
• How the care needs of each child are communicated between team members.
• Whether there are individual routines for each child.
• The strategies used to meet individual dietary requirements for each child.

d. List the service polices that are specific to the care of babies and toddlers (e.g. nappy change, safe lifting and bottle heating).

e. Complete the checklist to check that bedding and furniture used with babies and toddlers meets approved standards.

f. Complete the routine tasks twice and reflect on how you did this in your role as an educator.

a. Describe how the service and educator gather information about babies and toddlers from the parent/guardian.
b. Describe how the educator communicates information on a daily basis about babies and toddler's education and care to the parent/guardian.
c. Describe the strategies used by the service to develop and support educator and babies and toddler relationships.
d. List the service polices that are specific to the care of babies and toddlers (e.g. nappy change, safe lifting and bottle heating).
e. Refer to the Reading Safe Sleeping Practices and Safe Baby Furniture Checklist.

Complete the following checklist to check that bedding and furniture used with babies and toddlers meets approved standards. (Please tick)

f. Complete the following routine tasks and provide two examples on how you did this in your role as an educator.

Activity 2A

Focus Child 1: Gathering Information from Families
This task requires you to gather information from a family about their child under 24 months old, using the attached template. You will then need to reflect on your role in providing care and supporting the child using the information provided by the family in the following areas:
• Sleep routine.
• Separation.
• Self-help skills.
• Self-expression.
• Play.
• Transitions.
Discuss each of the areas with your workplace supervisor and have them sign and date each area as you complete it.

Documentation Required:
a. Observation Consent form signed by parent/guardian.
b. Child Information Sheet completed by family (see attached template ‘Child Information Sheet').

Workplace Task 1 - Activity 2A
Child Information Sheet (To be given to the family)
Please complete the following information in relation to your child's routines and behaviours at home.

Activity 2B

Focus Child 1: Caring for babies and toddlers
For this task you are required to take primary responsibility for routines tasks for Focus Child 1.
For example, settling on arrival, play and interactions, nappy change, feeding, settling for rest and getting up from rest etc.
This task should be undertaken for a minimum period of 3 days.

Documentation
Use the template provided to document your care practices.

Document your answers on the ‘Caring for Babies and Toddlers' template.

Workplace Task 1 - Activity 2B
Caring for Babies and Toddlers (under 24 months)

Workplace Task 2 Routines and Transitions

Activity 1

This task requires you to observe arrival routines for children under 24 months at your service and document how the environment, routine, and educator strategies support children during these times of change. When observing the arrival routine think about:
• How the environment is set up to welcome children and families.
• How educators make themselves available at this time to families.
• How do the educators support children's emotional wellbeing - what verbal and non-verbal cues (e.g. facial expressions, body language) do the educator's display?
• How the children settled when the parent leaves.
Documentation required:
a. Document the arrival routine for children and families at your service.
b. Describe how the educator supports the child to settle into the day, including strategies used to minimise distress at separation.
c. Explain why it is important to ensure that the arrival routine is predictable and supportive?

Workplace Task 2 - Activity 1
Arrival Routines (Babies and toddlers under 24 months)
a. Document the arrival routine for children and familes.

b. Describe how the educator supports children to settle into the day, including strategies used to minimise distress at separation.

c. Why it is important to ensure that the arrival routine is predictable and supportive?

Activity 2

This task requires you to observe a transition routine for children under 24 months at your service and document how the environment, routine, and educator strategies support children during these times of change. Some examples of transitions that you may choose to observe include:
• Indoor play to outdoor play.
• Morning tea to play.
• Outdoor play to lunch.
• Group to mealtimes.
• Lunch to rest time.
When observing the transition routine think about:
• The strategies used to manage change.
• The timing of the transition and whether it is smooth and relaxed or hurried.
• How the educator supports the children with change.
• How the transition supports children's emotional wellbeing.

Workplace Task 2 - Activity 2
Transitions (Babies and toddlers under 24 months)
Transition Routine Observed:
a. Document how the transition routine is undertaken.
b. Describe the strategies the educator uses to manage the transition and support children through the change.
c. How does the educator cater for individual children's needs through the transition?
d. Why it is important to ensure that transitions are predictable and supportive to individual children?

Workplace Task 3 Sensory Exploration

Activity 1

Focus Child 2: Sensory Exploration

According to Piaget, babies and toddlers are progressing through the sensorimotor stage of development where they make connections between experiences and explore their world through their senses and movement.
This task requires you to set up a variety of open-ended materials to facilitate sensory exploration for a child under 24 months. You will then observe how your focus child responds to and explores these materials.

The materials you may need to set up include:
• Two large cardboard boxes or washing basket (one large enough for the child to fit into).
• A piece of soft fabric (large enough to cover the larger box).
• Some soft toys (teddies, animals etc.).
• A couple of balls (various size and texture).

Think about how you will display the materials in an aesthetically pleasing manner to invite and provoke children's exploration. Provide a photo of the materials set up in the environment.

Observe your focus child as they engage with these materials and document their responses. Take note of:
• What they did with the materials.
• Any language used.
• Any non-verbal cues used.
• How they used their different senses to explore the materials - sight, hearing, touch, taste, smell.

Workplace Task 3 - Activity 1

Describe the sensory experience/equipment - attach a photo of the materials set up in the environment.
Observation: What did you see the child doing? How did the child engage with the materials?
What skills did the child use to explore? How did the child use their senses?

Workplace Task 4 Baby/Toddler Games

Activity 1

Focus Child 3: Baby/Toddler Game

This task requires you to play a game with a baby or toddler under 24 months: Please consider the developmental stage of your baby or toddler when selecting the game.

Below are some examples:
Peek-a-boo
Carer hides his/her face behind hands and then removes them saying, "Peek-a-boo, I see --- (child's name)".
Teddy in the Box
Using a box with a lid put teddy in the box and ask the child to find teddy. "Where's teddy gone?" Encourage child to find teddy then say, "There he is! (Clap hands)".
Dancing
Put on some music and dance with a few toddlers - use scarves or wrist bells.
As you play the game observe the verbal and non-verbal cues the child gives you and respond appropriately.

Workplace Task 4 Baby/Toddler Game

How was the game set up and introduced to the child?
How did the child respond e.g. verbally, body language, expressions, actions, use of prior knowledge?
How did you respond to the child? E.g. Initiate and model language, encourage attempts; modify your interactions to child's needs; support social and emotional wellbeing.
How did the experience support the child's skill development (including language, social, emotional, cognitive) and how did it enable you to foster your relationship with the child?

Workplace Task 5 Nappy Change

Activity 1

This task requires you to perform a nappy change procedure under the supervision of your workplace supervisor. You should ensure you are familiar with the requirements as outlined in your service (or Blue Bay Model) policy as well as Staying Health guidelines.

Your workplace supervisor will assess your performance based on your completion of each of the elements in the attached ‘Nappy Change Checklist'. In order to be deemed satisfactory you must successfully demonstrate each element.

CHCECE007 Develop positive and respectful relationships with children

Assessment Task 1

Communicate positively with children

Question 1
a) What are ten considerations you should consider when interacting with children verbally and non-verbally?

b) What are six things you should avoid when interacting with children verbally and non-verbally?

Question 2
Children need warm, caring and nurturing environments where trusted adults treat them with respect.
To build a trusting relationship with children educators can use a range of strategies.
a) Describe the four strategies for interacting positively with children.
Interactions Strategies
• Get down to the children's level.

• Maximise the time available for interactions.

• Be a genuine partner in communication.

• Encourage conversation.

b) When engaging in conversations with children there are key strategies around talking and listening. Describe each of these:
Conversations Strategies
• Talk to children about their interests and concerns.

• Be an attentive listener.

• Talk to the child about their family.

• Talk about yourself.

c) Write what you could say in response to the following children's attempts to communicate with you.
What the child said What you say
• "Guess what. My mum got a new car."

• "I'm looking for a big piece of blue paper."

• "Do you think there are fairies in our garden? My dad says there's no such thing as fairies."

• "Look what I've made with the playdough. It goes round and round."

d) Rewrite each question so that it's an open-ended question, inviting more than a single word response.
Question Response
"What colour is your new bike?"
Example: "Tell me about your new bike."
"Are you helping mummy with your baby brother?"

"Do you want ham and pineapple on your pizza?"

"Can you see the aeroplane?"

"Are the tomatoes ready to pick?"

"Did you have a nice weekend with Nanny and Poppy?"

"Can your dog do tricks?"

Question 3

Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the following questions.

Scenario: Ollie

Ollie was slightly grizzly upon arrival at the service. The educator sat down alongside Ollie and picked him up, Ollie gave a small smile. The educator lifts Ollie up above her head. "Hello beautiful boy." Ollie laughs, "You like that don't you. You like being up in the air!"

The educator sits Ollie on her lap and continues to talk to him. "Your mummy said you kept her awake all night." Ollie laughs. "Oh you think that was funny do you Ollie? I don't think mummy thought it was funny. Did you have a pain in your tummy Ollie? You'll have to have a big sleep today so that you're nice and relaxed tonight."

As the educator talks to Ollie she pauses, waits for him to respond and then continues. As she is talking Ollie babbles and smiles at the educator.
"Look Ollie here's the caterpillar. You like the caterpillar don't you. It makes crunchy sounds."
Ollie laughs and grasps the caterpillar.

a) What did the educator do to initiate the interaction and respond positively to Ollie?

b) What did the educator do to engage Ollie in conversation?

c) How does the educator help Ollie to feel secure?

Question 4

Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the following questions.

Scenario: Lunch Time

The educator had transitioned the children to the table where she assisted the children to sit at the table. Each child was given their own bowl of soup and a spoon. The educator sat down alongside the children with her own bowl of lunch, and the children and educator were talking to one another as they ate their lunch.

a) From the picture identify how has the educator created a relaxed and unhurried routine.

b) List two questions or discussion points you could ask at mealtimes to engage and promote further conversation.

Assessment Task 2

Interact Positively with Children

Question 1
a) Adults working directly with children in a play-based curriculum are likely to take on many different roles. Read the following examples and state which role the educator is taking on within the children's play and learning.
Examples of children's play and learning Role of Educator
• Educator is wearing their hat during outdoor play.
• Educator is placing the toys back into their containers when packing away. Educator is a role model

• The educator and children were all wearing hard hats and carrying pieces of hose, the educator was running alongside the children as they were ‘putting the fire out'. Educator is a play partner - playing alongside children.
• The educator noticed a child using the scissors at the drawing table was becoming frustrated as they were trying to hold the paper and cut. The educator sat alongside the child, offering verbal encouragement and helping the child with holding the scissors.

• Three children were playing a game of dominoes; one of the children became upset as one of the children took their turn out of order. The educator approached the children and assisted them to decide whose turn it was and how they could continue to turn take effectively.

• A group of two children approached the educator as they had found a spider in the garden. They wanted to know what sort of spider it was. The educator spoke to the children about safety and went with the children so they could take a photo of the spider. The educator then assisted the children to find further information by offering them factual books and using the internet together.

• Two of the educators were discussing the play experience that had taken place earlier that day. The educators were reflecting on their roles within the experience using open ended questioning within the discussion. This led to the educators deciding how they would extend the children's play.

• The educator noticed the children were interested in bugs. The educator set up an exploration table with woodchips, leaves, plastic bugs, magnifying glasses and factual bug books.

• A group of children were playing in the doctor's surgery, one of the boys stated he was going to be a nurse. One of the children laughed and said "can't you're a boy" The educator stepped in and challenged their thinking and bias by engaging in a discussion about job roles and gender.

• A water play area was set up for the children, an educator was monitoring the experience to ensure that the children were using the equipment safely.

b) The following photographs show children engaged in typical play experiences.
For each experience write one open-ended question that the educator could ask to encourage conversation for children to share their ideas and stories.

Play Experience Open-Ended Question

The educator holds the ladder while Cory (5 years) looks over the fence.

A group of 4 year olds playing Hide & Seek: "We're hiding!"

Rukan (3 years) tells the Educator: "We made a big, big bowl of "p'sketti' (spaghetti)."

Drew (18 months) piles the rocks together.

Question 2
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the following questions.

Scenario: James

James has started putting together a puzzle at the table. James is trying to make a puzzle piece fit into one spot, when it doesn't fit he becomes frustrated banging on the table. He calls out in a quiet voice ‘help', another child Max walks over to the table and an educator sits down alongside James "I heard you ask for help James, how can we help you?"

a) How has the educator responded positively and respectfully to James' request for assistance?

b) What strategies can the educator offer James and Max for completing the puzzle?

Question 3

Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the following questions.
Scenario: Cooper
The educator is playing alongside Cooper. The educator has taken on the role of doctor and is examining the doll who Cooper says needs an operation on her head.
Educator: "I'll just listen to her heartbeat with the stethoscope. Mmm, not sounding too good. I think you may be right Cooper. She may need an operation. What do we need to do to prepare? Have you taken her temperature?"

a) What is the educator doing to participate in Coopers play?

b) How does the educator promote Cooper to share his ideas about the operation?

c) How does the educator role model appropriate interactions?

Question 4
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the following questions.

Scenario: Asher
In this photo Asher is whispering to the educator about the story she has just read to the children.

How is the educator demonstrating respect for Asher's ideas about the story?

Question 5
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the following question.
Scenario: Chickens

This picture illustrates the educator and two children feeding the chickens. The educator has given each child their own container of pellets. As they scatter the pellets the educator says, "This is one of my favourite things to do every day. I like it when you help me feed the girls...I wonder if the girls' are hungry today?" One child says: "I think they might eat it all up"
Another responds by saying: "Sometimes they just eat the grass ‘cause they like the grass they do." This incidental moment captures the educator and children engaged in a mutually enjoyable, relaxed task.

How is the educator showing enjoyment in the company of the children?

Assessment Task 3

Support and Respect Children

Question 1
Quality Area 6 of the National Quality Standards provides educators with guidelines and instruction on how to establish and maintain effective relationships with children and families and how to reflect the culture and practices of their local community.
Read the following Standards and identify what each standard aims to achieve.
National Quality Standard Aim

Standard 6.1 - Respectful, supportive relationships with families are developed and maintained.

Standard 6.2 - Families are supported in their parenting role and their values and beliefs about child-rearing are respected.

Standard 6.3 - The service collaborates with other organisations and service providers to enhance children's learning and wellbeing.

Question 2
• A summary of the rights under the Convention on the Rights of the Child.
• Education and Care Services National Regulations. Part 4.5 Relationships with Children. Regulation 155 Interactions with children and 156 Relationships in groups
And answer the following questions
a) List the five guidelines given in relation to how services provide care and education for children in Regulation 155 Interactions with children.

b) What instruction is given in Regulation 156 Relationships in groups?

c) Describe the United Nations Convention on the Rights of the Child.

d) Refer to the United Nations Convention on the Rights of the Child, Article 12 and 13.

How do these Articles demonstrate respect for the child's voice and ideas?

Question 3

Read the following scenarios and for each one describe how you could support the child and respond in way that acknowledges the child's skills and abilities whilst, at the same time, promoting or protecting their self-esteem. E.g. talking quietly, giving positive feedback.
Scenario Support and Response
A group of girls aged between 4 years and 4 years 6 months are sitting at the collage table. They are chatting and happily cutting various items for their creations, all except Tara. Tara is not able to cut as efficiently as the others and is looking ‘downcast' and beginning to rip her work in frustration.
• Sit with her and point out the good work that she has done.
• Show her how to hold the scissors.
• Hold the paper so it's easier for her to cut.
• Show her how great pictures can be created by carefully tearing paper.
When out in the playground, you hear a loud cry from Lily (2 years 2 months) who is sitting on the top of the slippery dip. She has climbed up the steps but, once at the top, is afraid to either slide or climb down.

Group Time each day in the pre-school room includes a ‘News Time' when individual children are asked to come to the front of the group and show or tell their ‘news'. Steven (5 years 4 months) refuses to have his turn when asked though he is happy to talk individually to the educator about his exciting weekend activities.

Question 4

Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the following questions.
Scenario: Rory
Rory was building in the sandpit when another child fell onto the sandcastle he was creating. Rory, threw himself onto the ground crying and screaming. The educator approached Rory kneeling down and asking him "What's wrong Rory?" Rory looked up at the educator and said "my castle" The educator extended her arms and offered Rory a cuddle "Would you like a cuddle Rory?"

a) How has the educator offered comfort to Rory during his distress?

b) What could the educator do next to ensure his comfort?

Question 5
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the following questions.
Scenario: Story Time
Every day before lunch the educator gathers the children together in the 3's room to read stories and sing songs/rhymes. The educator knows that this has a calming effect on the children and allows them to settle down for the afternoon period. Before she begins her story the educator comments about the morning program.
"We've had a very busy morning. I saw Jonty and Ellam and Cooper, building roads in the sandpit. I saw Nell and Maisy climbing to the top of the climbing frame." (The educator continues until each child has been mentioned).
Today the educator reads a favourite, "Where's the green sheep?" The children happily join in the story.
Next the educator uses a range of picture props for the monkey rhyme which the children also love - they shout out the repetitious section of the rhyme on cue.
As the educator is working with the children she uses a range of tones in her voice and uses a number of different facial expressions.
The educator also makes eye contact with the children as she scans the group.
When Milly stands and moves closer to the lounge the educator simply continues with the story. Milly has just moved up to the 3's room from the 2's group.
When children make comments or talk to others the educator continues as she knows the children will return their attention to her.
To conclude the session the educator asks Callum to nominate a song to sing. "Callum, it's your turn today to pick a song for us to sing. Can you think of what song you would like?"

Callum does not immediately so other children begin to make suggestions.
Educator: "Thank you for all your good ideas. That might help Callum as he's thinking."
Callum then says, "Let's sing the cowboy song!"
Educator: "Great choice Callum!"

a) What does the educator do to make every child feel ‘special' and included?

b) How does the educator engage the children in the story time session?

c) Explain why the educator does not ask Milly to sit down but allows her to stand nearby?

d) The educator has a system which allows each child in turn to suggest a song/rhyme for the group to sing. How does this support the children's sense of belonging?

Question 6
How do policies and procedures assist you in doing your work and fitting in with an organisation's culture?

Assessment Task 4
Positive Behaviour Guidance and Management

Question 1
Supportive physical and social environments are important for the development of positive relationships and the building of a child's positive self-esteem. In context to that
a) List five considerations educators should make when organising the environment and resources in a manner which will reduce children's stress and frustration? List ten daily management strategies educators can use to support pro-social behaviour and help prevent children's stress and frustration.

Question 2
Temperament is a part of personality - it refers to the way in which we react to people, objects and situations. There are three general types of temperament which have been identified in children; ‘easy', ‘difficult' and ‘slow to warm up'.
a) Describe these three temperaments below.
Temperaments Description
• ‘Easy' temperament

• ‘Difficult' temperament

• ‘Slow to warm up' temperament

Children need warm, caring and nurturing environments where trusted adults treat them with dignity and respect.
b) Describe five strategies for responding sensitively with infants and toddlers.

c) List and describe three strategies for responding sensitively to preschoolers.

Question 3
a) The strategies listed below are some of the ways we can guide children's behaviour positively. For each strategy briefly explain, in your own words, what each one means.
Strategy Meaning
• Modelling behaviours.

• Use words and actions.

• Explain.

• Be firm when you need to be.

• Give choices and empower children appropriately.

• Avoid encouraging ‘hollow' gestures.

• Try to avoid power struggles.

• Acknowledge desirable behaviour.

Educators can implement a range of strategies to support and encourage pro-social behaviour. By actively encouraging age-appropriate pro-social behaviours, educators can reduce the occurrence of unacceptable behaviours in the early childhood environment.
b) Describe the age appropriate strategies that educators can use to promote self-regulation and support the development of pro-social skills.
Age-appropriate strategies Description
• Working with the family.

• Teaching new skills.

• Setting clear limits and standards for behaviour.

• Assisting children to understand the consequences of their behaviour.

• Redirecting, and offering alternatives.

• Ignoring behaviours.

• Engaging the child in conflict resolution or problem solving to resolve conflicts.

• Following through.

Question 4
Read each statement and:
a) Suggest the most appropriate educator response (you may choose more than one) from the list below.
b) Give a reason for your choice of strategy - you should draw on your knowledge of child development.
Educator Response
Role model Ask questions Take action alongside Natural consequences
Act as reporter Offer a choice Redirect/substitute Conflict resolution
Ignore Outburst Distract and comfort Logical consequences

(EXAMPLE)
• Liam (4 years) and Zac (5 years 1 month) have been building an elaborate castle in the block corner. They have worked on their creation for at least an hour. As he is reaching for a block, Liam accidently knocks over part of the building. Zac screams at Liam, "You idiot, now look what you've done!"

- Educator strategy: Ask questions, Take action alongside and conflict resolution

- Reason for response: At 5 years 1 month, Zac will have the language and reasoning skills to talk to the educator about his behaviour. The educator can assist Zac and Liam to apply conflict resolution strategies.

• Binnie a toddler is playing with a doll, Cara (2 years 4 months) grabs the doll saying "That mine", Binnie starts to cry.

• Molly (3 years 7 months) finds it hard to make friends. Today she walks into the dramatic play area saying "I want to play too!" Molly then snatches a doll from the high chair saying "I'm the mother." The children begin to argue and tell Molly to go away. Molly stomps off saying, "I hate you!"

• Carrie (3 years) has been asked twice by the educator not to throw sand. On this occasion the educator says "Carrie I have reminded you not to throw sand. You need to leave the sand pit and go find something else to do." Carrie yells at the educator "I hate you."

• When Pedra (18 months) is playing outside in the toddler area he gets upset and begins to cry if he sees his older sister in the preschool play area.

Question 5
Educators need to be careful not to ‘reward' inappropriate behaviour. Sometimes, our responses to a behaviour do, in fact, allow the child to achieve their goal, which may be to avoid something or to get extra attention.
Read the following scenarios and use the table to document your responses to the following questions:

a) Why is the educator strategy effective or ineffective?
b) Is it rewarding the child's inappropriate behaviour?
c) Give a reason for your answer.
EXAMPLE
• Every time Yohan (18 months) attempted to bite another child the educators scolded him and told him not to bite the other children. He was removed from the activity he was playing with, and sat on one of the educator's knee for five minutes and talked to about how he must not bite his friends.

- This educator strategy is ineffective as the educator is rewarding the behaviour as the child would enjoy sitting with the educator and getting that attention. Talking about being nice to his friends is not age appropriate for a child with his understanding.

• Maya (3 years) had become very finicky about her food. Whenever she refused to eat what was offered to her she was immediately given a Vegemite sandwich.

• At story time Anna (4 years) pinched the child sitting next to her. The child let out a huge wail and Steve, her educator, told her firmly that as she was hurting and disturbing the other children she wouldn't be able to stay and listen to the story. He told her to go with Nessa, the other educator. Nessa took Anna into the kitchen to get the cutlery and to lay the table for lunch.

• Leo (3 years) packed away all the sand toys outside and helped put the cover on the sandpit. When he came inside, Jenni, his educator, thanked him for helping and asked him if he would like to choose the story for story time.

• Nikita (3 years 5 months) held the door open as the children came inside. As the last child came through the door Naomi, her educator, smiled and thanked her. The educator then asked her where she would like to sit.

Question 6

Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the following question.

Scenario: Thomas
Thomas (22 months) has been playing with some farm animals and blocks on the veranda. He decides to relocate to the garden and attempts to carry all of the animals and blocks at the same time. His attempts to pick up and hold on to all of these materials fails, he keeps dropping things and becoming increasingly frustrated.
Kael (18 months) picks up the horse dropped by Thomas and begins to walk away with it in his hand. Thomas throws down the materials he is holding and begins to scream. He then drops to the ground sobbing and kicking his legs.

a) How could the educator in the Scenario: Thomas respond to help the children manage their emotions?

Scenario: I hate you
Arik (4 years 2 months) is having an upset day. He has just pushed Zac off the walking beam and is screaming that he is an "idiot". Zac responds by saying to Arik that he is a "dumb head baby".
The educator, Brian, approaches Arik to ask what is happening. Brian puts his hand on Arik's shoulder to calm him, but Arik jerks away and runs crying to the bathroom. Brian follows Arik and tries to talk to him.
Brian: "I can see you're really angry and upset, Arik can we talk about it?"
Arik: "No, I hate you and I hate dumb Zac"
Arik then starts to pull paper from the towel dispenser and throw it around the bathroom.

b) Read the scenario and suggest how the educator should respond to help the child manage his emotions.

Question 7

Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the following questions.
Scenario: Well. It's not me!

It is mid-October and the 4 - 5 year old group at Blue Bay Childcare Centre are all moving on to ‘big school' next year. Recently, the educators have struggled with a rise in the amount of unacceptable and very challenging behaviours. The issue is raised at a staff meeting and several suggestions are made about how the children's behaviour could be managed and what should be the consequences for unacceptable behaviour. Then, it is suggested that the children be consulted and involved in the process. Lisa, the Room Leader, is excited by this idea and decides to implement it straight away!

The next day, Lisa introduces a discussion with the children at Group Time. She begins by saying "You know, lately there has been lots of behaviour that is against our rules. We have seen children hurting each other and making other children get upset." Several of the children call out things like "Yeah. Well it's not me!" or "Max is the one who does it all!"

Lisa says "Well, Sophie (the other educator in the room) and I have decided that we are going to ask for your help to fix the problem. Do you think you can do that?" The children agree so Lisa moves on. "Good. The first thing we need to decide is what behaviour is not allowed here. You tell me what you think and I'll write it on this big piece of paper I have here. Then we'll have a list of ‘rules', ok?"

a) Identify the quality practices being used by Lisa and the staff at this centre?

b) What do you think Lisa would do next in this discussion?

c) Identify the benefits from this type of approach to behaviour management.

Question 8

Young children may display behaviours that may not be acceptable in older children, examples of these behaviours can include, tantrums, biting, hitting and disruptive behaviour. Behaviours of concern may be raised by families or educators.in context to that

a) List the eight signs of emotional or behavioural difficulties.

b) When you are concerned about children's emotions and behaviour it is important to first consider your expectations of children and if these are age and developmentally appropriate. If your concerns are still valid what are the four steps that you should consider.

c) CRC stands for what? Using the CRC approach, explain how you would ensure that children are aware of the behaviours expected from them.

d) List and describe three ways you would assist a child to more positive behaviours. When would you do this?

WORK PLACE TASKS

Work Place Task 1

Activity 1

This task requires you to reflect on and document how you have developed and maintained effective relationships with children and promoted positive behaviour.
As you reflect on and document your interactions/actions with children think about areas such as:
• The strategies that you used to promote self-esteem and self-confidence.

• How you actively listened to children's verbal and non-verbal cues.

• How you involved and encouraged children in decision-making and planning.

• How you responded to children in ways that met their needs e.g. when they are sad, distressed, angry.

• How your interactions and communication demonstrated respect for the child.

• The strategies you used to guide and manage children's behaviour positively and respectfully.

• How you showed children your interest and enthusiasm in them.

• How you engaged in conversations with children and communicated positively with them.

• How you played role as a positive role model and depicted respectful behaviours and interactions.

Note: This documentation should be recorded over the course of your time at the service. Each occasion must be objectively recorded, dated and signed by your Workplace Supervisor.
Invite feedback from your workplace supervisor and set a professional goal based on this feedback.

Workplace Assessment Task 1
Interacting Positively and Respectfully with Children
Discuss with your Workplace Supervisor some behaviours of concern that may be evident in the workplace. How have you assessed and responded appropriately to these behaviours of concern?
How have you participated in children's play using children's cues to guide the level and type of involvement?
How have you comforted children in signs of distress, meeting their needs and guiding children to develop self-regulation and promote self-esteem?
How have you responded positively and respectfully to children's comments, questions and requests for assistance in ways which promote self-esteem and confidence?
Describe how you have sat and talked with children at meal times in sustained conversations, helping to promote a relaxed and unhurried time, and encouraged children to share their stories and ideas.
How have you role modelled positive interactions and active listening with children?

Activity 2
Complete the following table documenting your answers to the following questions regarding service policies and procedures:
• Name the service policy and procedure in relation to communicating with children?
• What is the goal/objective/purpose of the policy/procedure?
• Name the service policy and procedure for guiding children's behaviour?
• What is the goal/objective/purpose of the policy/procedure?
Workplace Assessment Task 1 - Activity 2
Name the service policy and procedure in relation to communicating with children?
What is the goal/objective/purpose of the policy/procedure?
Name the service policy and procedure for guiding children's behaviour?
What is the goal/objective/purpose of the policy/procedure?

Work Place Task 2
Activity 1

You are required to plan an experience that involves children in developing limits and consequences for inappropriate behaviours:
Gather a group of at least eight preschool aged children and engage the children in a discussion regarding "classroom rules" using the web to record their ideas.
Then choose two of the rules and involve the children in deciding the rule, how this will be displayed, (create poster, sign etc.) and the consequence of following and not following the rule.
Create a display of the children's final ideas in the room and take a photo of this.
Record:
• How you introduced the topic to the children?

• How did you involve and encourage the children in decision-making and planning?

• Document what happened during the experience?

• Reflect on your role and interactions with the children?

• Attach a photograph of your display.

• Reflect on whether you think you managed well and what areas you would like to develop further.

• Ask your workplace Supervisor to comment on and sign off on your report.

How will you introduce the topic to the children? (consider books, questions, examples).
How did you involve and encourage the children in decision-making and planning?
Document what happened during the experience.
Reflect on your role and interactions with the children (e.g. what you managed well and what areas you would like to develop further).

Work Place Task 3
Activity 1

• Prepare for the experience by taking a collection of photos of the local community to discuss with the children e.g. the local park, school, shops, fast food etc.

• Gather a group of at least eight children aged from 2 - 6 years.

• Engage the children in a discussion about the local community, what they know about it, the buildings, shops, houses and things that they like to do. Record this on a mind map.

• Set up a table offering children a variety of resources that they can use to create the local area, such as paper, cardboard, paint, collage materials, magazines, tape and blocks. You could use a large piece of paper to create a map.

• Set up a table in the room against a wall where the children can put their creations and begin to make their local community.

• Invite children to draw/make their family through the use of these materials, and then the children can display these people in the area.

• Submit a photo of the display.
Throughout the experience engage children in discussions. You need to ensure you are including the following educator strategies:
• Demonstrating listening skills.
• Discussion of similarities and differences between the families, and the buildings the children are creating.
• Encouraging children to communicate their stories and ideas.
• Consideration of the child's age, culture and needs.
• Ensuring the space and resources are organised so that they will minimise stress and frustration - easily accessible, enough resources, space.
• Acknowledging children's efforts and achievements.

Workplace Assessment Task 3
Our Local Community - Web Planning
Discussion: List the questions you asked to promote discussions.

Our Local Community
Links to NQF: 1.1.1 Curriculum decision making contributes to each child's learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators.
Links to the EYLF: Outcome 2 Children are connected with and contribute to their world.
How will you set up the environment?
Record children's comments on the community, similarities and differences of families, the stories about the community, families favourite places etc.

Evaluation of experience - your role, active listening, encouraging discussion and participation, acknowledging children's efforts, provision of resources, the photographs used to prompt discussion, use of mind mapping with children etc.

Attachment:- Provide care for babies and toddlers.rar