Task 3 (1)

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Feb 20, 2024

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Task 3 Please complete the table below focusing on the following areas:  How a child can be involved in this routine and development.  Intentional Teaching strategies used by educators to support development during this routine.  Ways educators may support the family and child’s cultural difference when implementing this routine; and  Areas of develop that can be supported by this routine. Using Routines to Support Child Development and Relationships Routine Identify 1 way a child could be involved in this routine Identify 1 Intentional Teaching Strategy used by Educators to support development Identify 1 way you may support family and child’s cultural differences when implementing this routine Identify one area of development supported by this routine Bathing (Example) Discuss the bath and water Recognise the sound of the bath Plays in bath with toys- grasping objects floating past Relaxes in bath Scaffolding verbally and physically Encouraging independence and decision making Extending on children’s comments Cultural differences – some cultures do not bath children everyday e.g. babies/small children are only bathed every 3-4 days. Some families use different products when bathing children (e.g. being aware of what products the family uses/does not want to use) E.g. A vegan family does not want any animal products used, only plant based products Social Development – children engage in communication with an adult during bathing. Adult will talk and sing with the child during this routine task. Child may smile, laugh, make eye contact, move head to sounds of voices etc. Getting ready for sleep Reading a story book or telling them stories. Encouraging independence and Some cultures allow children to sleep on floor mats from an early age Model relaxation and calmness Discussing

Relaxing activities include listening to soft music or practising deep breathing. decision making Extending on children’s comments instead of cots or beds. In Latin America, the Philippines, and Vietnam, some parents sleep with their baby in a hammock next to the bed sequence of events Scaffolding verbally and physically Encouraging independence and decision making Provide comfort and reassurance Mealtimes Encourage children to use the utensils of their choice. Get children to help- washing fruits , Can also have them help set and clear the table. Scaffolding verbally and physically Encouraging independence and decision making Extending on children’s comments In some cultures their are vegetarian days. Example - Children are only allowed to eat meat on certain days such as Wednesday, Thursday, Saturday and Sunday. In many Indian cultures the mother uses her hand to place the food in the child’s mouth. Social Development – children engage in preparing food, setting table. Nappy Changing Encourage face to face contact by singing a song. Provide a toy to play with. Identify and name the various body parts of the babies. Consults verbally with baby/toddler prior to commencing the routine. Scaffolding verbally and physically In some cultures you cannot be writing children's names on nappies In some cultures parents would want the educators to use cloth nappies. Fine and Gross motor, social-self- help skills - Children helps get new nappy. Bottle Feeding Paced feeding- touching the teat on your baby's top lip, inviting your baby to draw the teat into their mouth. Acknowledging children’s successes. Scaffolding verbally and physically In some cultures mothers prefer to breast feed there baby instead of bottle feeding. social-self-help, fine motor- Children are holding the bottle.

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