Resource Requirements
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Child |
Evidence gathering technique: These can include observations, questioning of children, families, other staff, anecdotal information, learning stories, jottings, digital images or samples of children’s work |
Observations on children behaviour for the following areas: – aspects of child’s development – knowledge, ideas, abilities and interests – social interactions – reactions to playing environment |
Collaboration with colleagues – observations from other educators – discussions with families – past behaviours or issues of concern |
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1 (age)
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Observations: John is found to be more attracted towards digital gadgets like mobile phones as well as video games. John doesn’t like to consume his meals and often vomit if he is forced to do the same. He prefers to watch television while eating Antidote: John was sitting on a big chair and was watching television. He pointed out a picture of train in the television and chirped “Choo choo |
Aspects of child’s development: 1. Cognitive development: John posses the ability to learn things quickly. 2. Social and emotional development: He lacks the mentioned development. He seldom communicate with his peer at school. 3. Speech and language development: John is unavailable to pronounce several basic words. For example, he pronounce ball as “Boe”. John is found to be interested in digital gadgets. He likes to play with his mothers’ Smartphone. John also prefers to play with blocks and cars. John prefers to play alone . |
According to his educators, John needs to be more active in order to enhance hr social and emotional skills. Meeting was held with his parents where they were requested not to keep digital objects in front of his hands. He needs to be more encouraged to communicate with his peers. |
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2 (age)
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Observation: Molly is a highly energetic as well as playful kid. She likes to play with her elder sister at house and at school she has 4 friends. She prefers to play with her dolls rather than digital gadgets. She loves to communicate with strangers. When her relatives visit her, Molly becomes highly excited. Antidote: Molly and her sister were playing with doll. She told her sister, “I will be the mother and you will be the father. Tuna ( The doll) is our child” |
Aspects of child development 1. Cognitive development: When Molly had no doll house to play, she used to use her small stool as the dollhouse. 2. Social and emotional development: Dolly loves her relative and friends. She demonstrate high eagerness to visit her school everyday 3. Speech and language development: He posses stammering issue. 4. Molly is highly imaginative. Molly loves nature. She runs to the garden after returning from school. |
Both the educator agree on the fact that Molly does not need any major behavioral change. During the meeting with parents, it was concluded that Molly needs to be encouraged so that she can maintain her imaginative behavior. |
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Name of Child |
John |
Age of Child |
Molly |
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Plan Start Date |
28/9/2018 |
Plan End Date |
28/9/2018 |
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Child’s Background |
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John was born at Brisbane Australia and his father and mother are doctor and engineer by profession respectively. Since they are not able to spent considerable amount of time with John, they have appointed a babysitter to take care of John. Molly on the other hand resides in a suburb near Brisbane. Her father is a school teacher and her mother is a house wife. She takes care of her. |
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Behavioural Indicators |
Behavioral indicators of John 1. Introvert 2. Lacks communication skill Behavioral indicators of Molly 1. Extrovert 2. Proactive |
Behaviour Triggers |
John loves to play with digital gadgets Molly loves to play with dolls. |
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Intervention |
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John introvert behavior is imposing negative impact on his emotional development. Moreover, lack of activities due to high indulgence in digital gadgets is imposing negative impact on his fine and gross motor skill development. |
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Support Strategies |
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John will be shown pictures of animals and plants and involved in story telling activities. John will be encouraged to communicate more with his peers by the educators. Activities like merry go round and plays will be performed. Molly will be encouraged to go through her computer lessons. She will be trained about how to use mouse and keyboard. |
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Project Report– 3
Implementation of strategies
The task focuses on the scenario of the observation of the two children in the community group, John and Molly who are of the years 4 and 3 years of age. The observation for the children behavior included the aspects for the development of the children, the evaluation of the ideas, the knowledge, the abilities and the interest of the children. The observations furthermore noted how the children were socially interactive and friendly. Some of the implemented strategies as per the previous report includes that John will be shown the colorful and the attractive picture frames of the animals and the plants and furthermore will be involved in story telling session.
Strategies for John must include proper babysitting for the showing of the colorful pictures so that his attraction towards the electrical gadget which is harmful for him at this age can be deviated (Walker & Miller, 2013). The baby sitters must encourage John to communicate more with the other children of his school and community and talk about various plays and education. Some of the recommended activities include games and plays related to the color identification, identification of the plants, fruits and the animals together with the identification of different national objects.
While effectively implementing the strategies to both John and molly, some of the organizational policies and procedures need to be considered. These policies includes proper documentation of the observation before and after the strategies,. The data thus collected from the observation of the activities of the children should be kept in private under the policy and the legal clause related to the confidentiality. According to the framework of the national laws and regulations, each and every child are entitled to basic education and care across the globe.
The data of each and every child thus falls under the category of the legal boundaries and it will be totally unethical for the babysitter if they disclose the data of the children. According to the explanation stated in the National Quality Framework, the agenda of the government of Australia for the early childhood education and care highlights on the provision of the high quality Australian families and the affordable early childhood education that can be promoted for the advancement of the children (ACECQA, 2018).
While collecting information regarding the effective implementation of the strategy on both the children, use of the collaboration and the communication skills have been helpful. In the process, the children were communicated with short talks and chocolates to gather data from then regarding their likings, disliking, their hobbies and their thoughts and perceptions towards his or her fellow children. Communication with the children helped to gather information regarding the age, the activities loved by the children, the interest, the culture and the needs by the children.
Child
In case of the development challenges of the children or in the case of mental health issues, the potential impact of the communication over their behavior must be noted and documented in the organization file supporting the ethical interactions and the clause of the confidentiality. Furthermore maximization of the collaboration and the interaction with the fellow colleges with the interaction and the demonstration of the active learning skills and the interpretation of the non verbal cues related to the children and their activities will help in the understanding of the related activities of the children and develop respect towards it.
References
ACECQA. (2018). National Law and Regulations.
Walker, L., & Miller, S. (2013). The Early Childhood Educator for Certificate III. McGraw-Hill Education Australia.
Project Report– 4
Demonstration of positive communication skills
After the successful analysis of the collected data related to the observation of the activities and the behaviors of the children John and Molly, the assessor developed an idea of the behavioral patterns of the children of that age. With a total time frame of 45 minutes, the demonstration of the knowledge regarding the building of the positive relations needs to be done in the assignment.
The assessor of this particular research developed a framework of communication with the children in their meal time. The demonstration of the pattern and the framework of the communication skills included engaging in a sustained conversation with the children while respecting their opinions. Some of the factors that the assessor must keep in mind while developing the communication skills and framework with the children includes the following.
- Response to the gesture of the children and their looks and their sounds
- Talking with the children and listening to the children
- Helping the children with the building of their skills in their language ability
- To teach the children about the non verbal communication (ACECQA, 2018)
- To recognize and respect the feelings of the children
- To fulfill the queries and the questions of the children
It is the duty of the assessor to see and constantly respond to the children who tends to have requirements and need for attentions. Furthermore positive and pro active response to the variety of the abilities and the confidence of all the children while initiating the encouragement for the demonstration of the appropriate behavior are some of the factors of importance that the assessor need to keep in mind while initiating communication with the children in their meal time.
For conducting the assessment a minimum of three children were chosen by the assessor and they were invited into a play room full of games, activities, colors and toys according to their likings (Walker & Miller, 2013). Keeping in mind that the children do not get frustrated or bored during their survey or the question sessions they were provided with goodies and toffees together with some stickers of their choice while they were responding to the questions of the assessor.
To summarize, effective communication standards and techniques as per the guidelines of the national quality framework of the early childhood care were used for collecting, analyzing and interpretation of the data related to the activities, leisure and the choice of the three children in their meal time.
Workplace Reflection Diary – 5
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Candidate Name |
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Workplace Name |
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Supervisor name |
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Contact details |
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Date Commenced |
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Activity Description |
Provide 3 examples. The examples must be completed with different individuals and on separate occasions. |
Date |
Supervisor initial |
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Communicate positively with children. Provide three examples of when you have engaged in sustained conversations with individual children about things that interest the child. |
One of my male students had long hair. When I asked him, he informed me that he loves to keep long hair. As an educator I am aware of the fact that children posses different requirements when it comes to their personal space. As a result I encouraged him by praising him. Along with that, I held a meeting with his parents where I educated them about the importance of offering child personal space. |
2/3/2018 |
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As an educator, I feel that making children comfortable around is one of the ways to demonstrate respect towards them. Once in my professional life I had evidenced an incident where one of my students demonstrated highly introvert characteristics. In order to encourage him I used to ask him questions about his background and make him feel comfortable by sharing my own experiences with him. Slowly, I had evidenced a major change in his attitude. |
3/4/2018 |
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One of my students had taken one of the toys from the school playroom to home without my permission. Instead of scolding him or ordering him to return the toy, I tell him possible solutions which posses the potential to solve the issue. For instance, I provided him with the option of playing with the toys every day at school. Beside that I tell him the consequences of stealing |
7/9/2018 |
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Identify how your examples relate to the National Quality Framework, Standards, National Laws and Regulations and relevant sections of the approved learning framework |
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National Quality Framework (NQF) (Name which parts of the NQF your examples relate to) The above mentioned examples falls under a new national body, the Australian Children’s Education and Care Quality Authority (ACECQA), responsible for establishing consistent and efficient procedures for the operation of the NQF. National Quality Standards (NQS): (Name Quality Areas and Standards/Elements) Quality Area 5 – Relationships with children Element 5.1.2: Positive educator to child interactions Element 5.1.2: Dignity and rights of the child
Early Years Learning Framework (EYLF) or My Time Our Place (MTOP): (Name any relevant principles, practices or learning outcomes) 1.1. Children feel safe, secure, and supported. National Laws and Regulations: (Name which section or regulation number your examples relate to) section 5 of the Education and Care Services National Law (Victoria) |
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Activity Description |
Provide 3 examples. The examples must be completed with different individuals and on separate occasions. |
Date |
Supervisor initial |
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Support and respect children. Provide three examples of when you have supported the implementation of practices and routines that honour children and their families. |
It is highly crucial to respect the opinion of children. For instance, while I was planning for a co curricular activity in the school, I asked my students what they want to be held. As per majority of the students, go as you like was selected to be the event that was organized. |
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Providing the children with information just like we do in case of an adult is highly required. As an educator I always try to inform those with all the activities they needs to know so that they can feel empowered. |
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Answering their questions without getting disturbed is highly crucial when it comes to respecting children. Once while I was teaching children about Types of fruits, several questions relevant as well as irrelevant were asked by the students. Being an educator I answered each of their questions respectfully and with patience. |
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Identify how your examples relate to the National Quality Framework, Standards, National Laws and Regulations and relevant sections of the approved learning framework |
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National Quality Framework (NQF): (Name which parts of the NQF your examples relate to) National Quality Standards (NQS): (Name Quality Areas and Standards/Elements) Quality Area 5 – Relationships with children Element 5.1.2: Positive educator to child interactions Element 5.1.2: Dignity and rights of the child Early Years Learning Framework (EYLF) or My Time Our Place (MTOP): (Name any relevant principles, practices or learning outcomes) 1.2.Children feel safe, secure, and supported. National Laws and Regulations: (Name which section or regulation number your examples relate to) Section 5 of the Education and Care Services National Law (Victoria) |
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Activity Description |
Provide 3 examples. The examples must be completed with different individuals and on separate occasions. |
Date |
Supervisor initial |
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Maintain the dignity and rights of children. Provide three examples of when you have monitored and responded to children’s play where there is a conflict between children and how you supported interactions of the children. |
Dignity and rights are inalienable to each and every human being irrespective of the age number. Children rights are one of the most discussed issue in the current era. The preservation of the dignity and the rights of the children includes some of the following activities by the assessors. While the collection of the data for a research survey one of assessor came across a little girl who was suffering from mental retardation. The assessor collected the data from the little girl regarding her behavior, her likings her disliking and her favorite character and sports. He furthermore maintained confidentiality of the personal details of the girl, thus maintaining the rights and the dignity of the children. |
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While collecting data the assessor came across a boy named Alif who has an issue of hearing impairment. The assessor discussed his issues and problems with Alif’s mother and his caregivers in the institution with utter confidence. The assessor furthermore took the acknowledgement and the permission of Alif’s parents before documenting data of Alif for using in his research analysis. |
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The assessor saw a little boy struggling to reach the toilet door. So he guided him to the toilet and helped him to do the dailies by ensuring the dignity of the child during his personal care routine of toileting. |
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Identify how your examples relate to the National Quality Framework, Standards, National Laws and Regulations and relevant sections of the approved learning framework |
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National Quality Framework (NQF): (Name which parts of the NQF your examples relate to) The Quality Area 5 under the national quality standard framework targets the promotion of the relation with the children. The above examples relate to the quality area 5 which are respectful, responsive and initiate towards the promotion of child sense of security and belonging. National Quality Standards (NQS): (Name Quality Areas and Standards/Elements)
Early Years Learning Framework (EYLF) or My Time Our Place (MTOP): (Name any relevant principles, practices or learning outcomes) · Reciprocal and respectful relationships · High expectations and equity · Respect for Diversity National Laws and Regulations: (Name which section or regulation number your examples relate to) Regs 115 -Premises designed to facilitate supervision 155 -Interactions with children 156 -Relationships with children |
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Activity Description |
Provide 3 examples. The examples must be completed with different individuals and on separate occasions. |
Date |
Supervisor initial |
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Maintain the dignity and rights of children. Provide three examples of when you have involved children in developing limits and consequences for inappropriate behaviours. |
When John and molly was fighting for a pencil at their meal time since they both found it attractive, The assessor handled the situation with dignity and respect towards both the children. After knowing that the pencil originally belongs to shyna, another girl of the class, the assessor handled the conflict by making both John and molly understand their wring deeds and furthermore stated that taking others thing without permission is not a good habit |
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When a nigro little boy joined the school most of children refused to talk to him. The assessor felt bad and guided the class to students to go and make friendship with him, thus respecting and appreciating a positive interaction with the diversity in the case of racial stigmas. |
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The assessor furthermore talked with the little nigro boy Alen and asked him to challenge any bias if happens in the classroom, and stand up for his right for discriminating him in case of social co-operation |
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Identify how your examples relate to the National Quality Framework, Standards, National Laws and Regulations and relevant sections of the approved learning framework |
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National Quality Framework (NQF): (Name which parts of the NQF your examples relate to) The Quality Area 5 under the national quality standard framework targets the promotion of the relation with the children. The above examples relate to the quality area 5 which are respectful, responsive and initiate towards the promotion of child sense of security and belonging. National Quality Standards (NQS): (Name Quality Areas and Standards/Elements)
Early Years Learning Framework (EYLF) or My Time Our Place (MTOP): (Name any relevant principles, practices or learning outcomes) · Reciprocal and respectful relationships · High expectations and equity · Respect for Diversity National Laws and Regulations: (Name which section or regulation number your examples relate to) Regs 115 -Premises designed to facilitate supervision 155 -Interactions with children156 -Relationships with children |
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