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STUDENT ASSESSMENT BOOKLETCHC30121
Certificate III in Early Childhood Education and Care
CARE AND NURTURING
CHCECE031 Support childrens health, safety and wellbeing
CHCECE032 Nurture babies and toddlers
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Table of Contents
TOC h u z t "Heading 1,1,Heading 2,2,Heading 3,3,"Assessment Overview4Assessment Task Summary4Assessment Documents5Required Additional Documents5Assessment Task Cover Sheet5The Assessment Process and Your Rights6Submitting your Assessment Tasks6Assessment Attempts and Resubmissions6Assessment Outcomes6Plagiarism, Cheating and Collusion6Assessment Appeals7Reasonable Adjustment7Information about Assessment7Dimensions of Competency7Principles of Assessment and Rules of Evidence8Principles of Assessment8Rules of Evidence8Glossary of Instructional Task Words9Assessment Plan10Assessment Task Cover Sheet Assessment Task 111Assessment Task 1: Written Questions13Assessment Task Cover Sheet Assessment Task 237Assessment Task 2: Critical Reflection on Relationships39
Assessment Overview
This Student Assessment Booklet includes all of your assessment tasks for Care and Nurturing, which consists of the following units:
CHCECE031 Support childrens health, safety and wellbeing
CHCECE032 Nurture babies and toddlers
Assessment Task Summary
This cluster requires you to complete six assessment tasks. You must satisfactorily complete all tasks to achieve competency for the units in this cluster.
Assessment Task Assessment Method Task Summary
Assessment Task 1: Written Questions Questions and Answers Students must answer 18 written questions in an open book written assessment.
Assessment Task 2: Critical Reflection on Relationships Report Students are required to investigate and reflect on areas including the ways relationships can be built with babies, toddlers and their families in the workplace.
Hours Requirements
Students are required to complete 160 hours of work, performing the activities outlined in the performance criteria of the following units:
CHCECE031 Support childrens health, safety and wellbeing
CHCECE032 Nurture babies and toddlers
Students are not able to be deemed competent in these units until they have completed the 160 hours; however, these hours can be accumulated as part of completion of the entire CHC30121 Certificate III in Early Childhood Education and Care (that is, they are only required to complete 160 hours total for the course).
Students have been provided with an Hours Log in which they are required to record the hours they have worked to contribute to this requirement they must submit this as part of the evidence requirements for the applicable.
Assessment Documents
Required Additional Documents
The following additional documents support this Student Assessment Booklet and form part of the assessment tool for this cluster. You will require them to complete the assessments for this unit/cluster.
AT3-S4 Medication Form
Little.ly policies and procedures, including:
Health and safety
Relationships with children
Exclusion Policy
Incident, Illness, Accident and Trauma
Administration of medication
Asthma and Anaphylaxis Management.
Little.ly forms and templates including:
Medication Administration Form
Incident, Injury, Illness and Accident Record.
Assessment Task Cover Sheet
At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each task where you need to submit items for assessment, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task and will write this on the back of the Task Cover Sheet.
The Assessment Process and Your Rights
Submitting your Assessment Tasks
When you have completed your assessment tasks, you will need to submit them, according to the instructions provided to you by your assessor or RTO.
If you are provided with a due date, you must make sure you submit your tasks in accordance with it. You may be required to apply for an extension if you require extra time, according to your RTOs policies and procedures.
Instructions about submission can be found at the beginning of each assessment task.
Make sure you keep a copy of your tasks before you submit them. Your RTO will need to keep them as evidence and may not be able to return them to you.
Assessment Attempts and Resubmissions
You have up to three attempts to complete each assessment tasks satisfactorily. If after the third attempt, you have not completed a task satisfactorily, your assessor will make alternative arrangements for assessment, which may involve additional training and time to consolidate your skills and knowledge.When you are required to resubmit, you may be required to:
Resubmit incorrect answers to questions (such as written tasks and case studies)
Resubmit part or all of a project, depending on how the error impacts on the total outcome of the task
Redo a role play after being provided with appropriate feedback about your original performance
Being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily completed the first time, after being provided with appropriate feedback
When you are required to resubmit, youll be given a due date for your resubmission. For example, you may:
Be given 30 days in which to resubmit incorrect responses to written tasks, projects and so on
Be provided with feedback about your performance in a role play and then being required to complete the role play again at a future meeting with your assessor
Need to complete workplace-based tasks again during the same workplace visit or additional workplace observations may need to be scheduled (as applicable)
All re-submissions will be conducted in accordance with the RTOs policies and procedures.
Assessment Outcomes
Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS). You must complete all tasks satisfactorily to achieve an overall outcome of Competent (C) for a unit. If one or more of tasks are assessed as Not Satisfactory, you will be given an outcome for the unit of Not Yet Competent (NYC).
You will be given a total of three attempts to complete each task and achieve a Satisfactory outcome. In the case of resubmission, you will be given a date by which you will need to resubmit, and youll be given feedback about what needs to be addressed in your resubmission.
Plagiarism, Cheating and Collusion
Plagiarism, cheating and collusion on assessments is not acceptable. Any incidence of this is considered academic misconduct. The definitions of each of these are below.
Cheating seeking to obtain an unfair advantage in the assessment of any piece of work.
Plagiarism to take and use the ideas and/or expressions and/or wording of another person or organisation and passing them off as your own by failing to give appropriate acknowledgement.This includes material from any sources such as staff, students, texts, resources and the internet, whether published or unpublished.
Collusion unauthorised collaboration between students.
Where your assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or collusion, this will be addressed in line with the RTOs policies and procedures which may ultimately lead to your withdrawal or you needing to complete the whole unit again.
Assessment Appeals
If you dont agree with an assessment decision made, you have the right to appeal it. You may need to lodge your request for an appeal within a certain amount of time from the original decision being made. You will need to make your appeal in writing and follow your RTOs process for appeals. Refer to your Student Handbook for more information about our appeals process.
Reasonable Adjustment
A legislative and regulatory framework underpins and supports the delivery of vocational education and training across Australia. Under this framework, providers of vocational education and training must take steps to ensure that students with recognised disabilities have the same learning opportunities and same opportunities to perform and complete assessments as students without disabilities. Sometimes reasonable adjustments are made to the learning environment, training delivery, learning resources and/or assessment tasks to accommodate the particular needs of a student with a disability. An adjustment is reasonable if it can accommodate the students particular needs while also taking into account factors such as:
The views of the student
The potential effect of the adjustment on the student and others
The costs and benefits of making the adjustment
RTOs are obliged by law to provide reasonable adjustments where required to ensure maximum participation of students with a disability.
Making reasonable adjustments requires the RTO to balance the need for change with the expense or effort involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption it is not likely to be reasonable.[1]
Please discuss with your assessor if you believe a reasonable adjustment to an assessment task, method or process needs to be made on the basis of disability.
Information about Assessment
Dimensions of Competency
To be competent, you must show your ability to perform effectively in a broad capacity. The dimensions of competency ensure the person being assessed has the skills to perform competently in a variety of different circumstances. To be competent, you must demonstrate the following:
Task Skills: The skills needed to perform a task at an acceptable level. They include knowledge and practical skills, and these are usually described in the performance criteria.
Task Management Skills: These are skills in organising and coordinating, which are needed to be able to work competently while managing a number of tasks or activities within a job.
Contingency Skills: The skills needed to respond and react appropriately to unexpected problems, changes in routine and breakdowns while also performing competently.
Job Role/Environment Skills: The skills needed to perform as expected in a particular job, position, location and with others. These skills may be described in the range of variables and underpinning skills and knowledge.
Principles of Assessment and Rules of Evidence
Assessment must be conducted in accordance with the rules of evidence and principles of assessment (definitions from the Users Guide: Standards for Registered Training Organisations (RTOs) 2015).
The following are the definitions of the Principles of Assessment and Rules of Evidence.
Principles of Assessment
Validity:
An assessment decision of the RTO is justified, based on the evidence of performance of the individual learner.
Validity requires:
Assessment against the unit/s of competency and the associated assessment requirements covers the broad range of skills and knowledge that are essential to competent performance
Assessment of knowledge and skills is integrated with their practical application
Assessment to be based on evidence that demonstrates that a learner could demonstrate these skills and knowledge in other similar situations; and
Judgement of competence is based on evidence of learner performance that is aligned to the unit/s of competency and associated assessment requirements.
Reliability:
Evidence presented for assessment is consistently interpreted and assessment results are comparable irrespective of the assessor conducting the assessment.
Flexibility:
Assessment is flexible to the individual learner by:
Reflecting the learners needs
Assessing competencies held by the learner no matter how or where they have been acquired
Drawing from a range of assessment methods and using those that are appropriate to the context, the unit of competency and associated assessment requirements, and the individual.
Fairness:
The individual learners needs are considered in the assessment process.
Where appropriate, reasonable adjustments are applied by the RTO to take into account the individual learners needs.
The RTO informs the learner about the assessment process and provides the learner with the opportunity to challenge the result of the assessment and be reassessed if necessary.
Rules of Evidence
Validity:
The assessor is assured that the learner has the skills, knowledge and attributes as described in the module or unit of competency and associated assessment requirements.
Sufficiency:
The assessor is assured that the quality, quantity and relevance of the assessment evidence enables a judgement to be made of a learners competency.
Currency:
The assessor is assured that the assessment evidence demonstrates current competency. This requires the assessment evidence to be from the present or the very recent past.
Authenticity:
The assessor is assured that the evidence presented for assessment is the learners own work.
Glossary of Instructional Task Words
Your assessment tasks use a range of instructional words throughout them such as compare and list. These words will guide you as to the level of detail you must provide in your answers. Some questions will also tell you how many answers you need to give for example, Describe three strategies. Use the below glossary to guide you on interpreting the words in the tasks.
Describe This means you should outline the most noticeable qualities or features of an idea, topic or the focus of the question.
Discuss This means you must point out the important issues or features, key points, possible interpretations, and debate through argument. You should provide reasons for and against.
Explain This means you need to make something clear or show your understanding by describing it or providing information about it. You will need to make clear how or why something happened or is the way it is.
Identify You must recognise something and indicate who or what the required information is. The length of the answer should be guided by what you are being asked to identify.
List You must record short pieces of information in a list form with one or two words, or sentences on each line.
Outline You must give a brief description of the main facts or sequence of events about something. The length of the response should be guided by what you are required to outline. As long as you include the main facts or points, then thats enough.
Assessment Plan
The following outlines the assessment requirements for this cluster. You are required to complete all assessment requirements outlined below to achieve competency for this all units in this cluster.
Your assessor will provide you with the due dates for each assessment task. Write them in the table below.
Assessment Tasks Due Date
Assessment Task 1: Written Questions Assessment Task 2: Critical Reflection on Relationships Agreement by the student
Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of assessment? Yes No
Have you read and understood the RTOs policies and procedures related to reassessment? Yes No
Do you understand the requirements of this assessment? Yes No
Do you agree to the way in which you are being assessed? Yes No
Do you have any special needs or considerations that must be made in preparation for this assessment? If yes, what are they?
__________________________________________________________________ Yes No
Do you understand your rights to appeal the decisions regarding assessment? Yes No
Student Name: __________________________________________________
Student Signature: _______________________________________________Date: _______________
Assessor Name: _________________________________________________
Assessor Signature: ______________________________________________Date: _______________
Assessment Task Cover Sheet Assessment Task 1
Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.
Name: Date of submission: Cluster: Care and Nurturing
Units: CHCECE031 Support childrens health, safety and wellbeing
CHCECE032 Nurture babies and toddlers
No. of Pages in Submission: Assessor to complete
Assessment Task Number & Title Satisfactory/Not satisfactory Date Is this a reassessment? Y/N
Assessment Task 1: Written Questions STUDENT DECLARATION
I __________________________________________________ declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of the RTOs policies, disciplinary action may be taken against me.
Student Signature: _______________________________________________Date: _______________
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the students file with the evidence.
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Assessor Signature: _____________________________________________________________________
Assessor Name: ________________________________________________________________________
Date: _______________
Assessment Task 1: Written Questions
10 The following assessment tasks use a simulated childcare centre called Little.ly Early Learning Centre. In order to complete the assessment tasks, you will need to access information, templates, policies and procedures associated with Little.ly. This can be done in one of two ways: either your assessor will provide you with copies of the appropriate documents, or they will provide you with login details for Little.lys website. Navigate to www.littlely.eduworks.com.au, select Log in and enter your username and password prior to completing your assessment tasks. You should familiarise yourself with what Little.ly does, the services it provides, the employees and organisational structure of the centre.
Task Summary19060 This is an open book written assessment.
There are 18 questions, and some questions have sub-parts.
You must answer all questions and their parts correctly to achieve a satisfactory outcome for this task.
Resources and Equipment Required10 Access to your learning materials.
Access to a computer, printer and internet.
Access to Microsoft Word (or a similar program).
Access to service standards, policies and procedures for:
health and safety
relationships with children.
Access to recommendations for childrens healthy eating as detailed in the following sources or their successors:
Australian Dietary Guidelines
Australian Guide to Healthy Eating.
Access to National Quality Framework for Early Childhood Education and Care.
Education and Care Services National Regulations.
National Quality Standard.
The relevant approved national learning framework.
Where and When this Task Will be Completed10 You will complete this task in your own time, or you may be provided with time in class to complete it (where applicable).
You will be advised of the due date for this task.
What Happens if you get Something Wrong?10 If your assessor marks any of your answers as incorrect or insufficient, they will make arrangements with you for resubmission. Your assessor may ask you some questions verbally to check your understanding, or you may need to provide new written responses to the questions that were answered incorrectly. Your assessor will give you a due date by which this must be provided.
Submission Requirements19060 Your answers for each question.
Task Instructions10 This is an open book written assessment you can use your learning materials as reference.
You must answer all questions and their parts correctly to achieve a Satisfactory outcome for this task.
You must answer in your own words.
Refer to the Glossary of Instructional Task Words for descriptions of instructional words to guide you in the level of response required in each question.
Question
In reference to the National Quality Standards (NQS), outline Quality Area 2 Childrens Health and Safety, explain in your own words, how children accessing quality early childhood education impacts on their physical and psychological wellbeing.
Name the two Standards associated with Quality Area 2 Childrens Health and Safety.
Listed below are four different elements taken from Quality Area 2 Childrens Health and Safety.
Read each element and then list a minimum of two outcomes that could assist a service to achieve the element.
Element Outcome
2.1.2 Effective illness and injury management and hygiene practices are promoted and implemented 2.1.3 Healthy eating and physical activity are promoted and appropriate for each child
2.2.2 Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented
2.2.3 Management, educators and staff are aware of their roles and responsibilities to identify and respond to every child at risk of abuse or neglect Question
List three benefits of healthy eating for children.
Outline the purpose of the following documents for children:
Australian Dietary Guidelines
Australian Guide to Healthy Eating.
Using your own words explain childhood obesity and at least three associated risks.
Read the food label and answer the questions that follow.114300239382
How many grams of sugar are in each serving?
How much protein is in three serves?
How much sodium (percentage) is in each serve?
What vitamins does this food contain?
Question
Below is a list of common childhood medical conditions. List their signs and/or symptoms as well as their risk management and or exclusion requirements.
Medical condition Signs and/or symptoms Risk management/exclusion requirements
Asthma Anaphylaxis
Chickenpox (varicella) Hand, foot and mouth disease Impetigo (school sores) Question
Scenario Dental
Sammy is five years old and attends Little.ly Early Learning Centre two days a week. Today, Sammy is complaining of a sore mouth, and he seems miserable and irritable which isnt normal as hes typically a loud and adventurous little boy. You ask Sammy if you can look in his mouth and he agrees. As you look carefully you see a molar positioned top left of this mouth that appears very dark in colour.
What action must you take in relation to Sammy?
Describe tooth decay and how is it caused.
Describe the initial, latter and advanced stages of childhood tooth decay.
Explain how to care for a babys gums and teeth.
Provide three features of good oral health.
What causes poor oral health?
Explain how poor oral health can impact on general health?
Question
Scenario Health Screen
Lily is typically a happy and healthy toddler who attends Little.ly on a regular basis. However, today you notice that Lily doesnt seem quite herself. As you approach Lily, who is playing an imaginary game with Mia in the home corner, you see that her eyes are pink and puffy. Lily rubs her eyes and you ask her if you can have a closer look. As you move closer you can see that Lilys right eye is quite red behind the eyelid and there is a yellow-green discharge.
What is the purpose of a health screening of each child as they arrive at the centre and what does this typically involve?
What symptoms do you observe in the scenario and what condition do you think Lily is suffering?
Considering your observations and the condition that you think Lily may be suffering. What action must you take?
Records must be kept of any illness in children. Name seven points that must be recorded in relation to Lily and her symptoms.
When would Lily be allowed to return to the centre/service?
Question
Why must childrens immunisation status be monitored and what does this involve?
What is the purpose of worker immunisation and which vaccine-preventable diseases are included?
Identify the purpose of the National Health and Medical Research Council Staying healthy guidelines.
Question
What does the term development mean in relation to children?
Question
In the first five years of life, a childs brain develops more and faster than at any other time in his/her life.
Briefly outline child brain development across the first five years of life.
Briefly discuss the impacts of positive or negative experiences in shaping how an infants/toddlers brain develops.
Outline how you as an educator can support healthy brain development in infants and toddlers.
Question
Complete the table below by filling in a minimum of three key milestones in the developmental areas of: physical, social, emotional, cognitive and language for babies from birth to four months.
Birth to four months
Physical Social
Emotional Cognitive
Language
Complete the table below by filling in a minimum of three key milestones in the developmental areas of: physical, social, emotional, cognitive and language for toddlers aged one to two years.
Birth to four months
Physical
Social
Emotional Cognitive Language Discuss how development and key milestones vary across individual babies and toddlers.
Question
Complete the table below by:
Writing a minimum of two baby signs and cues for each of the following emotions: tired, hungry, playful and over-stimulated.
Stating an appropriate response to the signs and cues you have specified in relation to each emotion.
Emotion Signs and cues Appropriate response
Tired Hungry Playful Over-stimulated Complete the table below by:
Writing a minimum of two toddler signs and cues for each of the following emotions: tired, hungry, playful and over-stimulated.
Stating an appropriate response to the signs and cues you have specified in relation to each emotion.
Emotion Signs and cues Appropriate response
Tired Hungry Playful Over-stimulated Question
Identify the legislation and relevant regulations relating to privacy and confidentiality in early childhood.
Using your own words, briefly explain what must be considered in relation to the use, disclosure and confidentiality of records and information in an early childhood service.
How can service procedures assist in the communication of information?
Question
Scenario:
You are the team leader of a room with a child who has been diagnosed with Type 1 Diabetes and another child who has been diagnosed as having Celiac Disease, both of which are long-term medical conditions.
List at least three things you could do to support these children to be cared for in the service effectively.
List at least three hazards or risks associated with these conditions (either for the child or for others).
Question
Scenario:
Research the recommendations for physical activity in the National Physical Activity and Sedentary Behaviour Guidelines for Australians and Australian 24-Hour Movement Guidelines for the Early Years (Birth to 5 years).
Explain in your own words how much physical activity should babies and toddlers be getting and why it is important.
Question
Childrens health and safety is an important part of an educators role and is reflected in the Laws, Regulations and Standards which make up the National Quality Framework.
Complete the table below with responses in each section of the table. Source information from the National Quality Framework or other guidelines such as food safety standards where necessary.
Area of Health and Safety One strategy to ensure this is monitored and implemented safely One example of a risk or hazard associated with this area of health and safety One example of how services and educators can assess the risks or hazards
Food and Medication:
Storage of food in an education and care service
Preparation of food in an education and care service Cooking or reheating food in an education and care service Thawing food in an education and care service Serving food to children in an education and care service Managing high-risk foods containing allergens in an education and care service Administering medication to children in an education and care service
Clothing and Bedding:
Clothing safety in an education and care service Clothing suitability in an education and care service
Bedding for children in an education and care service Hygiene:
Cleanliness in an education and care service Personal hygiene and hygiene practices in an education and care service Diseases spread in an education and care service (including food-borne, airborne and infectious) Supervision and Environment safety:
Active supervision in an education and care service Resources and equipment safety in an education and care service
Question
Supervision is an important factor in keeping children safe. Answer the below questions about supervision.
Identify at least one Regulation and one Standard that identify supervision as a requirement and document the requirement.
For each of the following principles of supervision, explain how each can be used to assess risk and keep children safe?
Principle of supervision Explain how this can this can be used to assess risk and keep children safe
Being aware of the environment Positioning of educator in relation to children and environment Interaction with children and adults
Scanning and listening
Awareness of group and individual dynamics
List at least five common hazards that children can be exposed to in an education and care service which you would be looking for when monitoring the environment and supervising.
Question
Scenario:
Lina has just begun in the Scarlett Oak Room at the age of nine months. Her parents have communicated that she doesnt like food that isnt made by them and that they have a very specific way of making the food. They puree the food and want to bring it into the service for the educators to feed.
They have been very specific in providing direction about how and when to feed Lina. They said they would like her fed at particular times and that the food should be at 20 degrees and spoon-fed to her.
You check the policy and it states: Parental involvement in childrens care routines is important and educators must consider how they can support shared understanding of childrens care routines and accommodate their requests where it meets our guidelines and regulations.
Explain how you would support this family and what you would do to support parental involvement while staying in line with requirements?
Question
Read about airborne, food-borne and infectious diseases and describe the ways that individuals can transfer and spread these. Provide a minimum of three ways in your response.
Question
Reflect on the importance of physical activity and list three benefits for children.
Assessment Task Cover Sheet Assessment Task 2
Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.
Name: Date of observation: Cluster: Care and Nurturing
Units: CHCECE031 Support childrens health, safety and wellbeing
CHCECE032 Nurture babies and toddlers
No. of Pages in Submission: Assessor to complete
Assessment Task Number & Title Satisfactory/Not satisfactory Date Is this a reassessment? Y/N
Assessment Task 2: Critical Reflection on Relationships STUDENT DECLARATION
I __________________________________________________ declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of the RTOs policies, disciplinary action may be taken against me.
Student Signature: _______________________________________________Date: _______________
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the students file with the evidence.
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Assessor Signature: _____________________________________________________________________
Assessor Name: ________________________________________________________________________
Date: _______________
Assessment Task 2: Critical Reflection on Relationships
Task Summary19060 You are required to investigate and reflect on the following:
attachment theories
the National Quality Standard for relationships with children
ways in which educators can build relationships with babies and toddlers and their families
ways in which you personally develop relationships with babies and toddlers in the workplace
ways in which your colleagues develop relationships with babies and toddlers in the workplace
lastly, give consideration as to whether the above research might change your approach on developing relationships with babies and toddlers.
Resources and Equipment Required10 Access to internet for research purposes.
Access to learning and research materials.
Access to relevant aspects of National Quality Framework for Early Childhood Education and Care:
Education and Care Services National Regulations
National Quality Standard
the relevant approved national learning framework.
Service standards, policies and procedures for health and safety and relationships with children.
Critical Reflection Template provided.
Where and When this Task Will be Completed10 You will complete this task in your own time, or you may be provided with time in class to complete it (where applicable).
You will be advised of the due date for this task.
What Happens if you get Something Wrong10 If your assessor identifies that your critical reflection report is missing content, or is lacking in detail or providing incorrect information, you will be given feedback on what is required for resubmission.
Submission Requirements19060 Completed Critical Reflection Template that covers all required areas as detailed in the task instructions/template provided.
Task Instructions10 You are required to document and critically reflect on the ways in which relationships are developed between educators and babies/toddlers in the workplace.
Complete the Critical Reflection Template addressing the following key points:
Conduct research and then reflect on:
attachment theories
the links between attachment and brain development
significance of strong, secure attachments to one or more significant adult
how the lack of attachment can impact the development of the child.
Read and then reflect on Quality Area 5 Relationships with children.
Reflect on five ways in which relationships are developed between educators, babies, toddlers and their families.
Reflect on five methods you use to develop relationships with babies and toddlers.
Reflect on five approaches that your colleagues use to develop relationships with babies and toddlers.
Consider whether your research might change your approach and thoughts on developing relationships with babies and toddlers.
You must ensure that all sections of the Critical Reflection Template are complete before submitting your work.
Critical Reflection Template
Name:
Date:
Research and then reflect on:
attachment theories
the links between attachment and brain development
significance of strong, secure attachments to one or more significant adult
how the lack of attachment can impact the development of the child.
Read and then reflect on Quality Area 5 Relationships with children.
Ways in which relationships are developed between educators with babies/toddlers and their families.
Reflect on at least five different ways.
Methods that you use to develop relationships with babies and toddlers.
Reflect on at least five different methods.
Approaches that your colleagues use to develop relationships with babies and toddlers.
Reflect on at least five different approaches.
Consider whether the above research might change your approach/thoughts on developing relationships with babies and toddlers.
