UPDATED CHCECE033 ASSESSMENT 1 WRITTEN QUESTIONS by RACHAEL-LYN ANDERSON (3)

.docx

School

Central Queensland University *

*We aren’t endorsed by this school

Course

001

Subject

Communications

Date

Jan 9, 2024

Type

docx

Pages

12

Uploaded by HighnessBoulder462

Report
CHCECE033- WRITTEN QUESTIONS by Rachael-Lyn Anderson QUESTION 1 Identify two ways educators can interact positively and respectfully with children for each of the group interaction times in the table below. Group interaction times Two ways educators can interact positively and respectfully with children during this time Mealtimes Talking to the children about what they like to eat at home, favourite foods, etc. Talk about activities of the day, and the food you are eating. Discuss colours, shapes, and sizes of foods. During play Talking to children, being involved in the play without taking over, respectfully stepping into and out of children’s play, to support children’s decision-making. using children’s cues to guide their level and type of involvement Physical care routines (Such as nappy changing/toileting/changing clothes/bottle feeding) Reading stories, singing songs, telling the children you’ll be changing their nappy (consent). Individual interaction over a sustained time Engaging with child over individual interest while providing provide opportunities for positive interactions and learning When a child is reluctant to participate Talking to the child about why they don’t want to participate, encourage, and prompt participation, using children’s cues to guide their level and type of involvement, During conflict with another child encouraging ‘turn taking’ communication by responding and adding to interactions initiated by children, prompting prosocial behaviour Transition from one activity to another talking with children about what is about to happen during routines and transitions Transition from one location to another talking with children about what is about to happen during routines and transitions Transition into the service at the beginning of the day talking with children about what is about to happen during routines and transitions Question 2 Scenario You are supervising in the Chestnut Oak Room, and you overhear children having a disagreement. You approach the situation and hear a four-year-old boy saying to three girls, ‘You can’t come in here because you are girls and it’s not allowed, this is boys club’. The girls respond by saying, ‘You have to let us in’. The boys say, ‘Nope, no pink allowed’.
Explain how gender is influencing group dynamics and one way you would manage this situation. Gender can influence group dynamics from family, , friends, in early childhood education and care, at school, and from television. These influences the way children develop and engage in the world, as well as their attitudes, values, skills and behaviours and shapes or express their identity and preferences accordingly so that they can ‘fit in’ and be part of a social network. One way I would manage this situation by asking the boy where his beliefs stem from and sensitively challenge assumptions and stereotypes. “Why no pink? My dad loves the colour pink. Can girls come in if their favourite colours are blue?” I will also ask the boy to imagine how it might feel if they experience discrimination. “How would you feel if the girls wouldn’t let you in because you’re a boy?” ( RTO Advice Group, 2021). Question 3: List three strategies educators can use to encourage positive relationship building between children. 1. Modelling collaborative behaviour 2.Providing them with ideas for how they can play together. 3. Supporting them to understand and communicate with each other QUESTION 4 The National Quality Framework and the United Nations Convention on the rights of the child, guide educators to see children as capable people with rights. Describe why it is important for educators to do the following: a) Implement practices that empower children to exercise their rights? The United Nations Conventions on the Rights of the Child, Alice Springs Mparntwe Education Declaration the National Quality Framework, and Belonging, Being & Becoming (UNICEF, 1989; Council of Australian Governments Education Council , 2019; Australia Department of Education and Training, 2009; as citied in South Australia Department of Education and Child development, 2016) all affirm the rights of the child and the need for quality early childhood education. It is important for educators to implement practices for children to exercise their rights as it provides them with opportunities to be heard, be free from violence, to thrive and be engaged citizens. It also provides children with opportunities to have control of their lives, as well as helps them understand their rights, so they can act on them if need to and respect the rights of other children. When children exercise their rights, they feel more in control of themselves and develop an understanding of people and places around them (South Australia Department of Education and Child development, 2016). b) Encourage children to develop a sense of agency as active participants in the choices they make? As stated in Article 12 of the United Nations Conventions on the Rights of the Child (UNICEF,1989), children have the right to actively participate in all the things that affect their lives, including their education and care. It is important for educators to encourage children to develop and promote their agency as the children can feel in control of things that happen and feel like they can influence events (RTO Advice Group, 2021). It also provides children with opportunities to develop the confidence to explore their world, to ask questions, to express ideas, to get things right, to understand that you can be wrong and learn from mistakes. It also allows children to exercise their independence and make their own decisions about what they will do (ACECQA, 2013). c) Demonstrate a genuine interest in children, showing them understanding and respect?
It is important for educators to show a genuine interest in child, show them understanding and respect as children can begin to develop the foundations of strong and lasting relationships Educators help children connect with others, build positive friendships and self-regulation, through modelling and showing genuine interest. Showing an interest in children, with understand and respect enables children to develop and maintain friendships and feel a sense of belonging within the service. It also actively contributes to the development of a positive self-concept and healthy self-esteem. It also helps children to develop and learn how to understand and show respect to others (Community Child Care Victoria,2011). d) Reflect on their practices and recognise links to children’s behaviour? Reflective practice is a very important part of an Educator’s role. Reflection on practices, values, beliefs and learning theories is important to identify need or rooms for improvements. According to Standard 1.2 element 1.2.3 of the National Quality standards, critical reflection on children’s learning and development is regularly used to implement the program (ACECQA, 2018). When it comes to reflecting and observing, educators gather information to learn more about the children, their learning, and a holistic understanding of the children’s behaviours (RTO Advice Group, 2021).). Through observations, educators identify behaviours of concern and factors or possible triggers that influence the behaviour. By then reflecting, educators can adapt their practices, their lessons, and the environment to help children grow and develop during this formative stage (APST 1.1 in ATSIL, n.d; Council of Australian Governments Education Council, 2019). e) Guide children’s behaviour with a focus on self-regulation, self-esteem, and wellbeing? It is important for educators to guide children’s behaviours as it helps them understand and learn the skills, they need to manage their own behaviour without relying on the educators to tell them how to behave (RTO Advice Group, 2021). When children are guided in their behaviours, it provides them with appropriate and positive models of behaviour and helps them to develop respect, self-regulation, self-confidence, and sensitivity as they learn and grow. When children learn to control their feelings and behaviours, this allows them to become more skilled in their relationships with others, have stronger friendships and relationships, and be more capable to pay attention, learn new things and deal with the normal stresses and disappointments of daily life (British Columbia, 2017). Self-regulation also provides opportunities for children to develop a strong identity and sense of wellbeing (ACECQA, 2021). Question 5 Scenario Hardeep: Hardeep is a room leader of toddler’s room in a service in Victoria, she has worked in the service for two years. Her family background is Hindu and every morning before she comes to the service, she has a meditation ritual. She celebrates Diwali festival (festival of lights) yearly with her family. Chelsea: Chelsea is an assistant educator with Hardeep. She has worked in the service for one year. Chelsea is indigenous and is from the Kaurna Adelaide region. She enjoys large family gatherings where her family tell
stories and sing and dance. Linh: Linh is a brand-new educator to the service. She has only just started working with children and is studying her Certificate III as a trainee. Linh is 19 years old and has migrated to Australia in the last four months with her uncle and aunt after her parents were unable to come to Australia. Linh is of Christian faith and enjoys celebrations such as Christmas and Easter. She also sings in the choir at her church. a) Based on the above scenario, identify at least one way each of the educator’s cultural beliefs and practices could influence their communication approach with children. b) Based on the scenario, provide a summary of how this group of educators could support children to recognise that the way they experience and see the world is based on their own values and beliefs. This group of educators could support children by asking the children their beliefs and values, the cultures. c) Based on the scenario, identify at least three ways the educators could develop children’s
understanding of other people and cultures. 1. Provide storytelling sessions, notices, and information in the home languages of children attending the centre 2. Provide and display materials that are an accurate representation of children’s families. 3. Have a cultural day where children can talk about and learn about other cultures. QUESTION 6 List three strategies educators can use to demonstrate respect and understanding of the views and culture of families and other professionals. 1. Asking families and other professionals questions to find out more about what they value, believe, their cultures and views. 2. Making a conscious effort to learn more about cultural differences through self-directed learning and through professional development opportunities 3. Observing families to get a sense of what they are most comfortable with (RTO Advice Group, 2021). QUESTION 7 Provide a definition in your own words and an example of how each of the following principles/concepts are supported within the Early Childhood Sector. Principle Definition Example Inclusiveness Providing people with equal access to resources and opportunities, especially to those who might otherwise be excluded or marginalised Use decorations, pictures and materials that reflect the identity and culture of children and families. Use inclusive and respectful language when referring to children with disability or complex additional needs. Support children with additional needs to participate in activities. Diversity Respecting the differences that make people unique and different from each other These differences include but are not limited to: • Race • Values • Culture • Abilities • Language • Social class • Religion • Income Show genuine interest in the cultural traditions of families, such as religious and cultural festivals and holidays. Provide children with opportunities to hear and learn from people from a range of different backgrounds. Encourage children to value the things that make another person special and unique. Use decorations, pictures and materials that reflect the
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help