Why adequate nutrition important to child brain development

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Reference no: EM13905895

Part A - Holistic Development

1. Explain, in your own words, why adequate nutrition is important to a child's brain development both before and after their birth and how this might affect each of the domains of development.

Guidance - Make sure you include information about how nutrition and the texture of foods contribute to development

2. The experiences a child has in the early years can have profound effects on their brain development and later lives. Describe in your own words how these experiences can:
a) Impact their health
b) Impact their learning
c) Impact their behaviour

Guidance: response needs to relate to relevant theories, legislation, codes, frameworks and practices

3. Complete the following table about the impacts of positive and negative early childhood environments and experiences.

Positive Early Childhood environment

Negative Early Childhood environment

4. As an Early Childhood educator it is essential that you support the development of all children in your care. For each of the areas below write 4-5 sentences to show how you can do the following:

a) The importance of discussing children's interests with them.

b) Using your observations of children to support their development.

c) The importance of using routines as opportunities to foster children's independence.

Guidance - Make sure you refer to the National Quality Framework in your answer

d) The importance of encouraging children to explore the environment and resources.

(Guidance - Make sure you refer to the National Quality Framework in your answer)

5. As an Early Childhood educator it is essential that you provide experiences that support the growth of children across all developmental domains. Complete the tables as instructed for each developmental domain:

a) Physical development - Name at least one (1) piece of equipment, game or toy you could use to support children's fine motor, gross motor and fundamental movement skills.

b) Social development - Write at least one (1) experience you could provide to an individual, small group or whole class group of children that will support their social development.

c) Emotional/Psychological development - List three (3) decision-making opportunities you can provide to children to help support their emotional and psychological development.

d) Language development - Complete the table below listing three (3) experiences you can provide to children that will expose them to different forms of language and two (2) experiences that will give children the opportunity to express themselves through language.

e) Creative development - Write at least one (1) experience you could provide for children to use each of their senses and to express themselves in order to support their creative development.

f) Cognitive development - Write at least one (1) problem-solving experience you can provide to support the cognitive development of children in each of the following age groups: 0-2 years, 3-5 years and 6-12 years.

6. Consider a cultural activity that would be suitable to facilitate a families' diverse contribution to the learning community at your Early Childhood Education and Care service.

Answer the following for your chosen activity:

a) Briefly describe or name your chosen activity.

b) Why did you choose the activity?

c) Which age group you have planned the activity for?

d) What focus should the introduction and implementation of the activity have?

e) What could you do to involve the children?

f) What could you do to involve their families?

g) What does a family's diverse contribution to the learning community apply in a service?

7. Write a paragraph that describes how facilitating a families' diverse contribution to the learning community can benefit children.

8. Fill out the table below giving the name of a relevant theorist and a summary of the relevant theory of child development

9. In your own words explain why creativity is important to child development?

10. Including creativity into a centre's program is supported by:

a) Which part of the national standards? Quote the quality area and standard.
b) What learning outcome of the relevant learning frameworks? Quote the framework and learning outcome.

11. Describe in your own words:
a) What was Blooms Taxonomy?
b) How could you include it in learning experiences?
c) What are the six cognitive skills revised by Krathwohl in 2000?

12. Describe in your own words:
a) What was Blooms Taxonomy?
b) How could you include it in learning experiences?
c) What are the six cognitive skills revised by Krathwohl in 2000?

Part B - Support Play and Learning

1. how to access:
a) The National Quality Framework.
b) The National Quality Standards.
c) The relevant approved learning framework.

2. Navigate through framework and standards documents to find the following information that is relevant to providing experiences to support children's play and learning. Identify the practice number and the associated page numbers.

a) EDUCATORS Guide to Belonging, Being & Becoming Locate the following Practices and note their page number.

b) BELONGING, BEING & BECOMING The Early Years Learning Framework for Australia

Locate the following Practices and Principles and note their page number.

c) The Educators' Guide to the Framework For School Age Care In Australia discusses the "Ongoing and cyclic program planning" and the need to break it down into sections to understand how we can apply this in a centre. Locate the following headings and note their page number.

d) My Time, Our Place
Locate the following Practices or Principles and note their page number.

3. What is the relevance of the approved framework to pedagogical practices associated with providing experiences to support children's play and learning? Guidance: Refer to the EYLF for examples.

4. For the following types of play and learning experiences:
a) Identify any associated resources and materials that you would provide
b) Recommend experiences for each that would be relevant to the interests and abilities of children

5. What is the role of play in learning?

6. How do the theories of the following people relate to providing experiences to support children's play and learning? Summarise each theorist's focus in your own words.

7. What are Fundamental Movement Skills?

8. What is the importance of children learning Fundamental Movement Skills?

9. Answer the following:
a) Complete the following table about Mildred Parten's Stages of play.
b) Write 3-4 sentences to describe how you can use your knowledge of the stages of play when you are designing learning environments for the children in your care.

10. How would you use reflective practice in ‘providing experiences to support children's play and learning'?

11. How does the United Nations Convention of the Rights of the Child relate to ‘Providing experiences to support children's play and learning'?

12. Identify common organisational standards, policies and procedures that relate to providing experiences to support children's play and learning and explain their main purpose.

13. Identify ten (10) risks associated with learning experiences and suggest available safety measures that minimise these risks for children and others when providing experiences to support children's play and learning? You must answer all areas.

Part C - Use Information about CHildren

1. How would you access the following documents:

2. How does the following code or convention relate when gathering information about children to inform practice?

3. In an Early Childhood Education and Care setting it is important to use reflective practice.
a) What is reflective practice?

b) How will reflective practice be used in gathering information about children to inform practice?

c) Which practices in the Educators guide to the EYLF refer to the use of reflective practice? Note the page of each.

d) The learning framework - Belonging Becoming and Becoming (EYLF) refers to the use of Critical reflection under the principle of ‘Ongoing learning and reflective practice'. What does this involve?

4. Educators must understand about child development, in order to analyse information and plan accordingly. Read the following scenario and identify the relevant child development areas that were observed.

Making a money box.

"Thomas spent around 15 minutes at the craft table today. He was making a money box by gluing coins onto a small cardboard box. He held the glue in his RH using a palm grip. He held the coins in the thumb and finger tips of his left hand.

He pressed the coins onto the money box which became unstuck several times. Thomas persevered and was able to press10 coins by himself before approaching the educator.

He said "Look I have finished." and held up the money box with a smile on his face.

The educator praised his efforts and handed it back to Thomas who proceeded to play banker."

In your own words explain which child development theories might apply against this experience.

5. Which section of the Educators Guide to the EYLF refers to using theories of child development, in order to analyse information and plan accordingly? Note the page numbers of this section.

6. Which section of the Educators Guide to the MTOP refers to using theories of child development, in order to analyse information and plan accordingly? Note the page numbers of this section.

7. Describe in your own words how you can use observations on child development and analyse a child's information to assist in planning?

8. Describe the following observation techniques and what they are best used to observe?

9. Which observation techniques are best used to observe the following Domains of Development?

10. What report-writing standards and protocols should you follow when writing observation reports?

11. Which organisational standards, policies and procedures are relevant to the gathering of information about a child to inform practice?
a) Name the relevant standards.

b) Name the relevant policies.

c) Name the relevant procedures.

Part D - Respectful and Positive with children

1. There are a range of things you need to take into consideration if you want to communicate effectively. Complete the table below listing 2 verbal and 2 non- verbal things you need to take into consideration when communicating with children and their families.

2. List 5 examples of how you can interact and communicate positively and respectfully with children throughout their day and provide examples of what those interactions would be. Make sure you identify routine times as well as play times in your examples.
Guidance: Make sure you include how you would communicate over lunch. Also include an example of how you would respond to distress in ways to meet the child's need.

3. Describe 3 different ways you can communicate in a collaborative way with children about their interests, stories and ideas.

4. Describe 3 different techniques to guide children's behaviour and how you would apply each in the centre.

5. Describe how you would involve children in developing limits and consequences for inappropriate behaviours.

6. All centres are required to have a policy that outlines strategies that will be used to guide children's behaviour as stated in the Education and Care Services National Regulations 2011

a. What organisational policies, procedure and guidelines would in place to assist you in developing limits and consequences for inappropriate behaviours.

b. Which section of the above regulations are you required to follow and what does it state.

c. How does this meet the requirements of upholding a child's rights under the United Nations Convention on the Rights of the Child?

Part E - Support Behaviour

1. Describe at least 5 characteristics of a safe and supportive environment.

2. For each of the children below:

a) Identify three (3) examples of safe, supportive and equitable practices we can implement to support learning?
b) What would be inappropriate practices for these students.

3. Name or describe any behavior/developmental problems that you may observe in the centre in the following groups:
a. Children with a physical disability
b. Children with a learning difficulty
c. Children with a mental health issue

Based on your observation discuss how this would present itself as a problem/concern in providing services in the centre.

2. For each of the groups below identify one contributing environmental factor that may affect development and a practice that you could use to minimize the factors affects?

a) Children with a physical disability
b) Children with a learning difficulty
c) Children with a mental health issue

3. What are the potential impacts on the behavior of each of these groups by not implementing safe, supportive and equitable practices?

4. There is a child in the class who is suffering from high temperature. How could this change the child's behaviour?

5. A child in the group has a new baby at home and must keep quiet and play outside. How could this affect the child's behaviour?

6. A child with type 1 diabetes has had some chocolate, a piece of cake and a can of lemonade.

How could this affect the child's behaviour?

7. What are the typical classroom behavioural expectations in relation to each of the following age groups?

8. A student is misbehaving in class.

a) Describe in your own words the importance of using behaviour guidance in this situation.
b) Describe three (3) strategies of using behavior guidance 

9. Describe in your own words:
a) Positive reinforcement
b) Why you would use positive reinforcement 

10. Describe three (3) positive support strategies you could use to redirect behavior of concern 

11. Discuss how you would diffuse the situation when 2 students are yelling at each other with one person holding a book ready to throw.

12. Describe in your own words how behaviour can be interpreted as a means of communication.

13. Describe in your own words how culture impacts on the behaviour of children. 

14. Describe in your own words how the environment impacts on the behaviour of children.

15. What is disruptive behaviour?

16. What is meant by ‘behaviours of concern'?

17. What are the main differences between disruptive behaviours and ‘behaviours of concern'?

18. How can you ensure that appropriate strategies are implemented for children affected by conditions that are outside of your and your supervisor's area of expertise?

a) For children that require a Behaviour Management Plan

b) For children that do not require a Behaviour Management Plan

19. Write a paragraph to describe how you can communicate behaviour expectations effectively to children attending care.

20. Rewrite the following instructions to positively communicate behaviour expectations.

a) I've told you a million times Sienna, don't run inside.

b) Boys are so destructive. Stop throwing the books Isaac!

c) Don't snatch the toys Sam.

21. Provide 3 examples of how you can promote positive behaviour with children in care.

22. Explain how service policies and procedures affect the way you apply limits in a child care setting.

23. Write 3-4 sentences to explain why it is important for educators to consistently apply limits with children.

24. There are a range of factors that affect a child's behaviour. In the following table, write a description of how each factor can influence a child's behaviour and provide an example of the behaviour a child might show.

25. Sometimes a child's behaviour is difficult and can become a cause of concern. Complete the table below explaining 4 strategies you could use to help manage difficult behaviours.

Case Study A - Holistic Development

Scenario - Kurt Sampson

Kurt is 6 years old. He has recently enrolled at the School Age Care service where you work as an assistant educator. Kurt is one of several children his age at the service and he attends each day both before and after he goes to school. The lead educator you work with let you know that Kurt's parents have recently separated and while there are no parenting orders in place, his mother did say that things had been ‘messy' leading up to the separation. Kurt's mother is the parent you will have the most contact with as his father works away.

Kurt presents as a very quiet and withdrawn child - not unusual for a new enrolment. You and your colleagues ‘buddy' him up with one of the other children his age and work hard to help him feel comfortable at the service. You are careful to find out what his likes and interests are to help him engage with the resources and other
children. After one month, Kurt still has not formed any friendships amongst his peers and generally only engages with the educators if they speak to him first. His mother says that he is becoming a little withdrawn at home as well. You begin to suspect that there may be an issue with Kurt's current emotional / psychological state.

1. Write a paragraph to describe what your concerns about Kurt and what you, as an assistant educator, need to do as a response to those concerns.

As a result of your actions, you and your colleagues work with Kurt's mother to devise strategies that will help him express his feelings and to encourage him to socialise with the other children at the service.

2. List at least 3 strategies that could be used to encourage Kurt to express his feelings.

3. List at least 3 strategies that could be used to support Kurt to socialise with the other children in the group.

4. List the National Quality Standard and elements that link to this practice.

5. What other codes or conventions apply in this situation.

6. Write 3-4 sentences that describe why it is important to involve Kurt's mother in devising strategies to help support his emotional development.

Case Study B - Develop positive and respectful relationships with children

Scenario One (1) : Collaborating with children

You are one of the educators working with a group of 24 pre-school aged children at Sparkling Stars Childcare Centre. At Sparkling Stars there is a very strong focus on collaborating with the children to build their ideas into the program each day.

Each day in the Preschool Room starts with a ‘Morning Conference' where the children are invited to share their ideas for what they would like to do for the day.

a) Imagine you are running the Morning Conference. How will you ensure there is enough time for all the children to express their ideas?
b) Which alternatives can you provide to the children that have difficulty expressing themselves in front of the whole group?
c) How will you make sure you acknowledge each child's contributions?
d) How will you encourage children to share their stories and ideas?

At this Morning's Conference, Jackson has an idea to build a rocket which appeals to most of the children in the group. As you discuss Jackson's idea, a lot of other suggestions are added - some of them unsuitable for the care situation.

e) Describe how you will explain to the children that their suggestions are not suitable.
f) Write a description of how you will explore alternative options with those children.
g) Write 2-3 paragraphs to describe how you will assist the children in making their ideas a reality.
h) How could you introduce topics that reflect the lives of the children, their families and the local community.

During the discussions you had with the children, they showed an interest in finding out where all their friends' families come from. You decide it is a great opportunity to build multicultural cooking experiences into the program for all the children.
Some of the younger children are a little hesitant about trying new things.

i) Describe at least 2 strategies you could use to encourage the children to participate in the multicultural cooking experiences.

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Reference no: EM13905895

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