Reference no: EM132363716 , Length: word count : 6200

TASK 1: QUESTIONS AND ANSWERS

A. Holistic Development

1. Nutrition is extremely important in relation to a child’s brain development.

a) Explain how adequate nutrition before a child’s birth is important.

b) Explain how adequate nutrition after a child’s birth is important.

a) It’s important that she consumes food which will give her both the energy and the specific micronutrients which are essential for maintaining her and her growing baby’s health inside.

b) Poor nutrition increases the risk of illness but adequate nutrition during infancy and early childhood is essential to ensure the growth, health, and development of children to their full potential.

2. As an Early Childhood educator, it is essential that you support the brain development of all children in your care.

a) Explain in 4-5 sentences, the importance of discussing children’s interests with them, to stimulate early brain development.

Guidance: Refer to the National Quality Standards and the relevant approved learning framework to support your answer.

b) Explain in 4-5 sentences, the importance of using your observations of children to support their development.

Guidance: Refer to the National Quality Standards and the relevant approved learning framework

c) Explain in 4-5 sentences, 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) In 4-5 sentences, explain the importance of encouraging children to explore the environment and biological resources, to positively influence learning and development.

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

3. As an Early Childhood educator it is essential that you provide play and learning 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) Emotional/Psychological development - List three (3) decision-making opportunities in the table below, that you can provide to children to help support their emotional and psychological development.

c) Foundational Knowledge of Developmental Theory: 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 literature and two (2) experiences that will give children the opportunity to express themselves through language.

d) Creative development – Fill out the table below, by indicating at least one (1) experience you could provide for children to use each of their senses and to express themselves to support their creative development.

e) 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.

4. Consider a cultural activity that encourages the use of home languages and family contributions that can be done within the centre. 

Write a paragraph of 5-7 sentences, discussing the following points:

Ensure you cover the following points for your chosen activity:

Briefly describe or name your chosen activity.

How does your activity value and encourage the use and acquisition of home languages?

Which age group you have planned the activity for?

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

What could you do to involve the children in group discussions?

What could you do to encourage contribution from the children’s family?

How does encouraging family’s diverse contribution to learning activities benefit children?

5. Fill out the table below giving the name of a relevant theorist and a summary of the relevant theory of child development.
      
6. In your own words, explain why creativity is important to child development.

7. The incorporation of activities that stimulate a child’s creativity is an essential part of a centre’s program.

a) Which part of the national standards supports this?

Guidance: Quote the quality area and standard.

b) What learning outcome of the relevant learning frameworks supports this?

Guidance: Quote the framework and learning outcome.

8. Describe in your own words:

a) What is Bloom’s Taxonomy?

b) What are the six cognitive skills revised by Krathwol in 2000?

9. Describe in your own words:

a) Who proposed Multiple Intelligence Theory?

b) How could you include it in learning experiences?

c) What are the nine intelligences?

10. In 4-5 sentences, explain the importance of the early years and early development, about a child’s subsequent educational success.

11. In 4-5 sentences, explain the importance of the early years and early development, about a child’s subsequent educational success.

12. The table below indicates two other life experiences, aside from the factors listed in the above table that may interrupt appropriate childhood activities.

B.  Support Play and Learning

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

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

3. Fill out the table below. Identify common organisational standards, policies and procedures that are relevant to a childcare centre. List two (2) of each.

C. Use Information About Children

1. Fill out the table below in relation to the United Nations Convention on the Rights of the Child and Code of Ethics and explain the purpose of each.

Guidance: Access the United Nations Convention Website and the Early Childhood Australia Code of Ethics website.

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

3. Which section of the Educator’s Guide to the My Time Our Place refers to using theories of child development, in order to analyse information and plan accordingly? Note the page numbers of this section.

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

5. In the table below, describe the following observation techniques and outline what they are best used to observe.

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

7. There are certain organisational standards, policies and procedures that are relevant to the gathering of information about a child to inform practice.

a) Name the relevant standard, frameworks, convention and code that applies. (There are five (5) in total).

b) Name three (3) policies relevant to gathering information about a child to inform practice.

c) Name the relevant procedures.

D. Respectful and Positive Relationships 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 two (2) verbal and two (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.

Guidance:

• Make sure you identify routine times as well as play times in your examples and include how you would communicate over lunch.

• Include an example of how you would respond to distress in ways to meet the child’s need.

• Include verbal and non-verbal communication techniques in your answer.

3. Describe three (3) different ways you can respond in a sensitive, respectful and collaborative way when communicating with children about their interests, stories and ideas.

Guidance: Include verbal and non- verbal methods of communication.

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

5. 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.

a. What organisational policies, procedure and guidelines would be 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?

E. Support Behaviour

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

2. Fill out the table below:

i. Identify one contributing environmental factor that may affect development and behaviour for each of the examples.

ii. Provide a practice you could use to minimise the factors affects for each of the examples.

3. List at least four (4) potential impacts on the behaviour of each of these above groups, by not implementing safe, supportive and equitable practices?   

4. A child in the group has a new baby at home and must keep quiet and play outside at home.  List three (3) ways in which this could this affect the child’s behaviour at the centre?

5. Discuss four (4) impacts the environment and culture have on the behaviour of children.    

6. Describe in your own words:

a. positive reinforcement

b. Why you would use positive reinforcement

7. Describe three (3) positive support strategies involving communication that you could use to redirect behaviours of concern.

8. Discuss how you would diffuse the following hypothetical situation:

‘Two children are yelling at each other, one of the children is holding a book about to throw it at the other.’

9. Describe in your own words how culture and the environment can impact on the behaviour of children.

10. What is disruptive behaviour?

11. What is meant by ‘behaviours of concern’?   

12. What are the main differences between disruptive behaviours and ‘behaviours of concern’?

13. Rewrite the following instructions using positive language, so that they become positive communication 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. 

14. Describe an activity that would allow children to explore each of the following symbol systems with children in your centre:

Letters

Numbers

Time

Money

Musical Notation

CASE STUDY

A. Holistic Development

Kurt is six (6) years old.  He has recently enrolled in 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 lets 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 with 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 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 your concerns about Kurt and what steps, as an assistant educator you would need to take to respond to those concerns.

Guidance – make sure you include details of how you will record and report your suspicions and how you would share information with colleagues regarding Kurt’s development and wellbeing.

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

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

3. List at least three (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. State the code and the convention that applies in this situation.

B. Develop Positive and Respectful Relationships 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.

1. Question 1

i. Imagine you are running the Morning Conference.  How will you ensure there is enough time for all the children to express their ideas?

ii. Which alternatives can you provide to the children that have difficulty expressing themselves in front of the whole group?

iii. How will you make sure you acknowledge each child’s contributions?

iv. How will you encourage children to share their stories and ideas?

i. Imagine you are running the Morning Conference.  How will you ensure there is enough time for all the children to express their ideas?
    
ii. Which alternatives can you provide to the children that have difficulty expressing themselves in front of the whole group? 

iii. How will you make sure you acknowledge each child’s contributions?

This response requires the recall, comprehension and application of theory.

iv. How will you encourage children to share their stories and ideas?

2. 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. 

i. Describe how you will explain to the children that their suggestions are not suitable.     

ii. Write a description of how you will explore alternative options with those children. 

iii. Write 2-3 paragraphs to describe how you will assist the children in making their ideas a reality.
    
3. 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.

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

C. Understanding Children Behaviour

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.Meet Jake. Jake is now five (5) years old. He just started going to Sparkling Stars Childcare Centre and has been assigned to your care.

You talked with his mother, Emilia, to learn more about Jake. You found out that Emilia had just separated with her husband after several years in an abusive relationship. She had serious concerns for Jake’s safety and how it was impacting him and decided it was best for them to move out.

Now Emilia is taking care of Jake on her own as she works full-time as an admin assistant for an accounting firm. She often has to work until late and has arranged for the school bus to send Jake to the childcare centre after his school until she can pick him up on her way home from work.

Scenario 1

Despite what he has gone through, Jake is a happy and playful kid. He likes being around other kids and has no problems meeting new people. However, during his first week at the centre, it was observed that Jake has violent tendencies when having disagreements with the other kids in the centre.

He was caught hitting another kid and using bad language while fighting over some Lego blocks.  You have had a talk with Jake about his behaviour and how it is not right to use violence and bad words, however, he started to panic in fear of being punished for his bad behaviour. His heartbeat started to race,and he started to breathe heavily and sweat profusely. He stopped responding to your questions until he calmed down a few minutes after the incident.

1. This behaviour raised your concern and made you decide to discuss it with your supervisor. Simulate a dialogue with your supervisor by creating a video recording of yourself discussing your concerns about Jake. You may do it as a monologue,or you may invite a friend to play the part of your supervisor. Keep your recording less than 5 minutes long.

Guidance:

Ensure successful completion of the relevant requirements for this task, including the following information in your discussion:

Identify areas of concern

Recognise any possible developmental challenges or mental health issues of Jake that may have potential impacts on his behaviour

Identify possible contributing environmental factors

Share your recommendation in determining when to involve other staff for supported intervention

Scenario 2

After the incident on Jake’s first day in the centre, you decided to conduct further research on Jake’s case to be able to understand and assist him better. For the rest of the week, you recorded your observations on Jake’s behaviour:

On the second day, Jake fought with other kids in the centre twice during the day. Both fights started over a disagreement while playing games. Jake does not like losing and often resorts to name calling and hitting when he cannot have his way. When you talked to him about his behaviour, he displayed severe signs of anxiety and frustration and ended up isolating himself for the rest of the day.

On the third day, Jake had a fight with another kid in the centre over losing a group race because one of his teammates did not follow the race instructions correctly. He blamed his teammate for losing the game and used bad language to express his frustration.

On the fourth day, Jake pushed Lisa, a 5-year-old girl who also goes to the centre, after she refused to share her snacks with him. When Lisa started crying and telling Jake she would tell her mum what he did, Jake started to panic and started crying himself.

On the fifth day, Jake fought again with some of the kids because they didn’t want to include him in their games. Jake started throwing things at them,and when you tried to calm him down, he started having another severe panic attack.

1. Collect and record the data presented in the case study using the questionnaire provided below

i. What behaviour have you identified as a source of concern? Provide a brief description.
    
ii. How frequent to you observe this behaviour?

iii. How much does this behaviour affect the child’s relationships? Describe the intensity of the behaviour.
    
2. Behaviours that require support:

i. Based on your observations, identify Jake’s behaviour/s that may require additional support.

ii. Research about the behaviour identified and provide two possible methods to provide support to Jake

3. Create a report offering your findings from your observation as additional support to your supervisor