Work in Partnership with Childrens Families CHCECE050

CHCECE050 Work in Partnership with Childrens Families

Purpose of this Assessment

This assessment task is designed to ensure the student has the required knowledge to work in partnership with childrens families.

Requirements of the National Quality Standard and related regulations and laws

The roles of the tiers of Government in the provision and funding of childrens education and care services

Strategies and procedures for working with families

Theories and research that underpin the value of family-educator relationships in relation to outcomes for children

The range of child-rearing practices and parenting styles

Value of the family as the first educator

Contemporary family structures

Communication techniques to work with families

Student Instructions

This assessment task contains Short Answer Questions where you need to provide a response in your own words to demonstrate your knowledge and understanding of the unit. Carefully read through each question and reflect on your learning in this unit, including any additional research you have conducted.

Please note: Where your response does not sufficiently address all the question components, your submission will be returned to you for resubmission.

Assessment Conditions

This assessment is untimed

You may refer to your learning materials during this assessment

You must read and respond to all questions

Answers must be typed and submitted through My eCampus for assessing

You must complete the task independently

No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory

As you complete this assessment task, you are predominately demonstrating your written skills and knowledge to your trainer/assessor

Knowledge Questions

Question 1

List at least three points of the ECA Code of Ethics, In relation to families, and briefly describe how you would ensure you abide by these when working with families in a service.

Support families as childrens first and most important teacher and respect their right to make decisions about their children: It is to be ensured by using assertive language when interacting and communicating with the childrens families, pointing the proven importance of the actions to be taken.

Listen to and learn with families and engage in shared decision making, planning and assessment practices in relation to childrens learning, development and wellbeing: It is to be ensured by using active listening to set a constructive feedback structure with them.

Develop respectful relationships based on open communication with the aim of encouraging families engagement and to build a strong sense of belonging: It is to be ensured by making all impressions meaningful since the first one), being affirmative, and connect with emotion sharing.

Question 2

a) List at least five documents or information a family should be given or be told how to access during enrolment at the service

Ethics in Action: A practical guide to implementing the ECA Code of Ethics.

Every Learning Series.

ECA Code of Ethics Brochure.

Every Child magazine.

ECA Code of Ethics A1 Poster.

Information retrieved from: https://www.earlychildhoodaustralia.org.au/our-publications/publication-resources-online/

b) Identify three ways information could be made more accessible and inclusive for the needs of the various contexts of a family that may enrol in a service

Way 1: To provide online resources in form of PDFs to be shared by email.

Way 2: Only when required, provide printed documentation to be delivered by hand to the families.

Way 3: Provide videos with easily and concrete language that summarize the main important information.

c) How can your workplace ensure they only provide families with current information?

At my workplace they provide the familes a formal guideline on the organisational policies and procedures to ensure all three ways listed above are part of the educational program. Also the polices and legislation are accessible for them at the foyer

Question 3

Identify at least two ways a family could contribute to the service in an advisory, consultative or decision-making role.

Way 1: A family is to contribute with a decision-making role assessing, based on their knowledge, cultural background values, and beliefs, generating accountability positions on the concerns expressed.

Way 2: A family is to contribute advise to the educator by providing them detailed information on the child strengths, interests, and capacities to keep supporting them.

Question 4

a) Name the National Quality Standard relating to families and summarise it in your own words

The Australian Childrens Education and Care Quality Authoritys National Quality Standard, in its Quality Area 6 Collaborative partnerships with families and communities, states the importance of families in the achievement of quality outcomes, being an active part of their process by consultation and collaboration activities.

b) Identify at least three elements of the Standard and provide an explanation of how these could be put into practice in a service

Element 1: Collaborative partnerships is to be put into practice while enhancing childrens learning, wellbeing, and inclusion on all activities conducted.

Element 2: Community engagement is to be put into practice in a service while explaining children the importance of little good actions in their daily basis.

Element 3: Access participation is to be put in practice while delivering support to all diverse and inclusive information to encourage their active participation.

Question 5

a) Explain the importance of the relationship that services and educators have with families based on the concept of The family as the first educator

Education and development, primarily on the first stages of life, are the converge of continuous processes that are to be supported in all areas. The family and the educators are to work together, and it requires a relationship based on open and clear communication.

b) Outline how the partnership between parents and educators can support positive outcomes for children

The partnership between parents and educators is to be based on how each role is well defined and are complementary to keep supporting the child in their educational contribution.

c) Research one theory about the value of family-educator relationships in relation to outcomes for children. Provide details of the theory that you researched

The Lev Vygotskys theory states the important of interaction between parent and teachers with the child in order to model positive behavior to direct themselves to positive actions that are to be copied. (Information retrieved from: https://learningtheoriesandfamily.wordpress.com/2013/01/29/33/)

Question 6

a) For each of the contemporary family types, identify at least one way an educator could support this family or the child within this family type

Family Type Examples of how an educators interactions/relationship with this family type can support the child and bring value to the family.

Nuclear family An educator could support this family and the child withing this family type with well-stablished norms and values that express the importance of sense of belonging in the community.

Single-parent family or custody arrangements such as shared custody An educator could support this family and the child withing this family type respecting their privacy while making them available to support the children.

Same-sex parents with children An educator could support this family and the child withing this family type promoting diversity and inclusion.

Non-related guardianship such as adoption/foster care An educator could support this family and the child withing this family type providing them information to establish the most effective care practices.

Blended families or families with stepparents An educator could support this family and the child withing this family type supporting the fair duties assignation and respecting their privacy.

Grandparents as guardians An educator could support this family and the child withing this family type supporting the cultural identify they can provide to the children.

b) Research and explain how and why the family structure has evolved and changed within the 20th century into the diverse set of structures we see today. Utilise research papers from OECD (Organisation for Economic Cooperation and Development) and AIFS (Australian Institute of Family Studies). https://aifs.gov.au/publications/modern-australian-family

* A copy of The Modern Australian Family PDF (sourced from the above link @ 6/4/2022) has been included as an appendix in this document.

The family structure has evolved and changed due to the new social structures not depending on marriage and traditional family standards. However, as stated in the Modern Australian Family document, the relationship with parents and siblings can remain a dependable source of love as support.

Question 7

List at least five examples each of how of the following communication techniques can be applied in practice.

Communication Technique How this can be applied in practice

Active listening This communication technique can be applied avoiding judgment and asking open questions.

Building rapport This communication technique can be applied by sharing views and personal experiences.

Collaborative discussion and decision-making This communication technique can be applied by developing an inclusive environment that facilitate reflection opportunities to arise.

Provision of clear verbal information This communication technique can be applied by using clear and concise language.

Questioning This communication technique can be applied by addressing the main idea, subject, or concept to be discussed and ask about it.

Negotiation This communication technique can be applied by finding a common ground and avoiding conflict in interest.

Question 8

Research and summarise the federal and state/territory government responsibilities in relation to the funding of education and care services.

The Federal or Commonwealth Government is responsible for the conduct of national affairs. Its areas of responsibility are stated in the Australian Constitution and include defense and foreign affairs; trade, commerce and currency; immigration; postal services, telecommunications and broadcasting; air travel; most social services and pensions. The Federal Government is also involved, mainly through funding, in many things largely carried out by the States, such as health, education, environmental issues, industrial relations, etc. (Information retrieved from: https://www.parliament.nsw.gov.au/about/Pages/The-Roles-and-Responsibilities-of-Federal-State-a.aspx)

Question 9

Research the Guide to the National Quality Framework and summarise your findings of the requirements related to families and sharing information with them about the educational program.

Such as regulatory authorities should share information with other agencies to address knowledge gaps, families are required to share information with them about the educational program. These are to converge on engagement activities to make them active part and coordinators in participation of decision-making processes. (Information retrieved from: https://www.acecqa.gov.au/sites/default/files/2022-05/Guide-to-the-NQF-220511-compressed.pdf)

Question 10

Raising children is unique for different families and in different cultures, and many child-rearing practices have emerged and been shared.

a) Research two child-rearing practices and outline the characteristics of the practice and the origin of this practice

Child-rearing practice Characteristics or practice Origin of this practice

Bootstrapping Development of system to set complex routines. Complex linguistic rules set.

Avoid harsh discipline Avoidance of reactive attitudes but being willing to teach with love. Avoid childrens vulnerabilities to exploit and respect their dignity and rights.

b) Reflect on your experience of how you were raised. Reflect on the parenting style you experienced.

Provide at least one example of parenting you experienced as a child and discuss how this influences your perspective about parenting

As child, I experienced a family full of love but with a lot of boundariesas my mum was overprotective. It took her 7 years to fall pregnant to for her was a big thing having me so she look after me with a lot of csution and sometimes that affect my development as I was always being watch not to fall or hurt. Growing up was a big thing and my dad parenting style was different to my mums he was more cold and discipline based. It was a good balance but growing up I realize I was carrying a lot of fears from my mum that Im working now on them.

Submission Instructions

Please proofread your work and save a copy of your assessment to keep in your own records.

Save the document to include your name in the file for example:

CHCECE050 Knowledge Questions Your Name

Submit your completed assessment for marking by your assessor.

Assessor Overall Feedback

Satisfactory

Not Satisfactory

Date: Date: Comments:

Appendix

A copy of The Modern Australian Family PDF sourced from https://aifs.gov.au/publications/modern-australian-family is included below to assist with answering Question 6b

BAI101 Behaviour and Inclusion(CHCECE046, CHCECE045)

Student name Email address Knowledge Questions

Purpose of this Assessment

This assessment task is designed to assess your knowledge on:

Requirements of the National Quality Standard

Early Childhood Australia Code of Ethics

Principles of the UN Conventions on the Rights of the Child

Current and emerging theory and research about developing childrens cooperative behaviour

Impact of values on perspectives on behaviour and how to use critical reflection to identify and respond to this

Self-regulation and applications to assist those who deregulate

Stages of child development

Family beliefs about behaviour in different culture and social groups

How to engage and collaborate with children

Relationship-based guidance strategies

Features of environments

Frameworks for observing children understand individual needs

Processes for identifying and recording challenging behaviours

Situations where challenging behaviours may indicate a need for mandatory reporting

Potential contributing factors to behaviours

Plans for supporting positive interactions and behaviour

Ways to communicate with families about the behaviour

Legal and ethical considerations that impact inclusion practice

Ways to promote inclusion across different areas of practice

Behaviours that show respect for diversity

Types of additional needs or barriers to participation that may be identified, how to develop full understanding of these, and the implications for the role of the educator

Different backgrounds, experiences, and needs of children and families in exceptional circumstances or with additional needs

Factors that may impact the inclusion of the child and their family

Strategies for indivdiual support and inclusion

Critical reflection

Student Instructions

This assessment task contains Short Answer Questions where you need to provide a response in your own words to demonstrate your knowledge and understanding of the unit. Carefully read through each question and reflect on your learning in this unit, including any additional research you have conducted.

Please note: Where your response does not sufficiently address all the question components, your submission will be returned to you for resubmission.

Assessment Conditions

This assessment is untimed

You may refer to your learning materials during this assessment

You must read and respond to all questions

Answers must be typed and submitted through My eCampus for assessing

You must complete the task independently

No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory

As you complete this assessment task, you are predominately demonstrating your written skills and knowledge to your trainer/assessor

Knowledge Questions

Question 1

Access the National Quality Standard and explain the requirements for each of the following quality areas in your own words. When explaining, you must ensure that you reference the standard and element you are referring to.

Quality Area Explanation of the requirements

a. Relationships with children b. Collaborative partnerships with families and communities c. Educational program and practice d. Physical environment

Question 2

a. What is the purpose of the National Law?

b. Part 6 of the National Law covers Operating an education and care service. Navigate to this section of the law relevant to your state or territory and identify five (5) offences relevant to this unit.

c. The Education and Care Services National Regulations support the National Law by providing a range of requirements for education and care services. What are the requirements included in these regulations?

Question 3

There are a variety of legal and ethical considerations that impact inclusion practices at a leadership level.

Provide a summary for each consideration and describe how they impact inclusion.

a. Anti-discrimination legislation b. Human rights framework c. Privacy, confidentiality, and disclosure legislation

Question 4

Explain the legal and/or ethical considerations regarding positive guidance and behaviour guidance research, and identify how this impacts inclusion practices at a leadership level.

Question 5

a. Describe at least seven (7) ways inclusion can be promoted across an early education and care service. Include aspects of:

Curriculum

Communication with children, families, colleagues and the wider community

b. Identify two (2) examples of how educators can support inclusion for each of the following approaches.

Challenging bias Modelling behaviour Providing examples Provoking childrens thinking

Question 6

Do some research and identify five (5) behaviours you can incorporate in the classroom to show respect for diversity.

Question 7

Conduct some research and give a brief explanation of the following additional needs and how they can be barriers to participation.

a. Behavioural or psychological disorders b. Child at risk of harm c. Family circumstances and needs d. Health problems e. Physical, sensory, or developmental disability Question 8

a. How can an educator develop a full understanding of a childs additional needs and barriers?

b. What are the implications for the educators role when supporting children with additional needs and barriers to participation?

Question 9

a. What are five (5) factors that may impact the inclusion of the child and their family?

b. For each of the following exceptional circumstances or needs, discuss how this can impact the backgrounds, experiences, and needs of children and their families.

Refugee status First language other than English Children are involved in the child protection system Question 10

Throughout the implementation of strategies for individual support and inclusion, explain how an educator can ensure the childs and familys right to privacy is respected?

Question 11

a. Explain the concept of critical reflection and its importance for those working in regulated childrens education and care service in Australia.

b. Explain how and why an educator may use critical reflection.

c. Explain what criteria make critical reflection meaningful.

Question 12

a. What are the core principles of the Early Childhood Australia Code of Ethics?

b. Access the United Nations Convention on the Rights of the Child and identify three (3) principles that are relevant to supporting the inclusion of children and providing positive behaviour guidance.

c. Discuss how the services philosophy, policies, and procedures are developed using important documents, regulations, and legislation. In your discussion, include three (3) examples of philosophies, policies, and procedures that may be implemented in a service.

Question 13

Outline and compare the theories of Albert Bandura and Erik Erikson in relation to childrens cooperative behaviour.

Your comparison must answer the following questions:

How do their beliefs differ?

How do their perspectives on childs behaviour differ?

What are the supportive intervention measures addressed in the theories?

Question 14

a. How can an educators values and experiences influence their perspectives about behaviour?

b. Explain how critical reflection can help educators recognise these impacts and respond appropriately.

Question 15

a. List the five domains of self-regulation and give one example of each.

b. The Self-Reg five-step method is designed to improve self-regulation in those who deregulate in particular domains. Outline how this method is used.

Question 16

Identify and explain the different stages of Jean Piagets stages of child development.

Developmental stage Brief explanation

1. 2. 3. 4.

Question 17

How can an educator ensure a childs behavioural expectations are age-appropriate?

Question 18

a. Discuss how behaviour expectations are influenced by family beliefs, culture, and social groups.

b. What are five (5) strategies you can use to engage and collaborate with children?

Question 19

a. Identify five (5) relationship-based guidance strategies educators can use to help children learn about behaviour.

b. List three (3) relationship-based guidance strategies educators can implement to support children develop:

Resilience

A positive self-concept

Self-esteem

c. Relationship-based guidance strategies can be developed and implemented using the six-step process of a functional assessment or reframing. Outline this process.

Question 20

a. What are five (5) physical and social features of an environment that will achieve a sense of belonging and create positive relationships?

b. In the table below, explain how each factor could potentially contribute to a childs behaviour, and provide one example of a strategy educators can use to minimise the impact of this factor.

Factor How this factor could contribute to behaviour Strategy to minimise impact of this factor

The actions of others in the space Childs need for agency Childs history Consistency or a lack of consistency Childs culture Curriculum, practices or environments of the service Group dynamics Illness Not meeting the childs needs Lack of sense of belonging Partnership with family Personality Staff child ratios Recent or current events they are experiencing Developmental stage Sensory input body and the environment Size of group of children Temperament and attachment Question 21

a. Explain the ABC method and how this can be used as a framework when observing children to understand their individual needs.

b. Another framework to understand childrens individual needs is to use developmental checklists and summaries. Explain how these are used.

c. Explain the process for identifying and recording challenging behaviours.

Question 22

a. What is mandatory reporting, and when is it necessary?

b. Based on the behaviours outlined in each of the below scenarios, identify if each scenario requires mandatory reporting and explain why it is necessary or not necessary.

Scenario Does this require a mandatory report? Why/why not?

Jackson aged three years old, was observed in the bathroom pulling down his pants and showing another boy (Josh) who is his friend. He said, Look at mine, its different than yours.

The educator says, Jackson, can you please finish going to the toilet and then wash your hands. Josh is just in here to go to the bathroom.

Jackson responds well to the request and follows the educators instructions. Arabella approached the educator and said, Sam showed me his willy. Sam is aged four.

The educator looked for Sam and saw that he was behind the shed in a small space with another child. The other child was on their knees, and Sam had his pants down. The educator spoke to Sam, and he was shocked and then ran away. Sam was hiding and crying. When the educator went to talk to him and ask what was happening, he said, It wasnt me, it was a secret Tyson, aged two years old, was acting differently than usual on this day. He hit an educator across the face and he was displaying lots of anger. At one point, he stood and yelled at the educators and said, I told you that you would cop it!.

Then he pushed another child and said, Look what you did now. Kindall aged 18 months eats excessively when food is provided to her. She often vomits because she eats so much. She leans over her food and pushes other children away from her food. She is very skinny and she has bad eczema which often bleeds. She cries for much of the day but wont go to staff. She tends not to give eye contact. c. What are three (3) ways you can communicate with families about their childs behaviour?

d. What are ten (10) principles you should uphold when communicating with families?

Question 23

Individual and group positive behaviour support plans and inclusion plans are commonly used to provide children with the appropriate support and strategies.

a. How are these plans developed?

b. Who should be involved in the development of the plans?

c. What should the plan include?

d. How are the plans presented and implemented?

e. How are the plans monitored and evaluated?

Submission Instructions

Please proofread your work and save a copy of your assessment to keep in your own records.

Save the document to include your name in the file for example:

BAI101 Knowledge Questions Your Name

Submit your completed assessment for marking by your assessor.

Assessor Overall Feedback

Satisfactory

Not Yet Satisfactory

Date: Date: Comments:

CHCECE041 Maintain a safe and healthy environment for children

Knowledge Questions

Purpose of this Assessment

This assessment task is designed to assess your knowledge on how to maintain a safe and healthy environment for children, including an understanding of:

Health and safety policies and procedures

Scope of own roles and responsibilities regarding health and safety

Credible sources for information

Correct staffing requirements and allocations according to service policies and legislative requirements

National regulations regarding childrens health and safety, including:

Health safety and wellbeing of children

Incidents, injury, trauma and illness

Infection control

Medical conditions policy

Administration of medication

Emergencies and evacuations

Collection of children from premises and excursions

Transport of children in vehicles

Health and safety roles and responsibilities

Supervision planning, set up and implementation requirements

Critical reflection

Principles of risk management

Student Instructions

This assessment task contains Short Answer Questions where you need to provide a response in your own words to demonstrate your knowledge and understanding of the unit. Carefully read through each question and reflect on your learning in this unit, including any additional research you have conducted.

Please note: Where your response does not sufficiently address all the question components, your submission will be returned to you for resubmission.

Assessment Conditions

This assessment is untimed

You may refer to your learning materials during this assessment

You must read and respond to all questions

Answers must be typed and submitted through My eCampus for assessing

You must complete the task independently

No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory

As you complete this assessment task, you are predominately demonstrating your written skills and knowledge to your trainer/assessor

Knowledge Questions

Question 1

Identify at least three credible and authoritative sources for health and safety information that can be used in an early childhood setting.

Workplace and health and safety act 2011

Sun smart or The cancer council or Asthma Australia

Education and care Services National Law act 2010

National regulations 2015

Question 2

How can you keep up to date with your knowledge of health and safety issues as an educator?

You keep your knowledge of health and safety issues by renewing your first aid and cprBy subscribing to websites and reading NSW health regularly -

Example: Staying healthy in Childcare -

Question 3

There are four (4) processes individuals can use to reduce riskthese can be called the principles of risk management. What are they?

1 identify the hazard that exist

2 asses the level of risk that is attached to each hazard

3 put strategies to reduce the risk

4 review strategies regularly

Question 4

a. Access the National Quality Standards (NQS) online and list the standards and elements under the relevant health and safety quality area.

National Quality Standard 2: Childrens health and safety

Standard 2.1 : HEALTH

Each childs health and safety is promoted

Element 2.1.1 Wellveing and comfort

Element 2.1.2 Health practices and procedures

Element 2.1.3 Healthy life style

STANDARD 2.2 SAFETY

Element 2.2.1 SupervisionElement 2.2.2 Incident and emergency management

Element 2.2.3 Child Protection

Quality area 7 governance and leadership

Element 71.2 Management systems

Element 7.1.3 Roles and responsabilities.

b. Part of the National Quality Framework (NQF) is the national laws and regulations. Navigate the NQF to find these and provide:

The national laws and which states/territories they apply to

The title of the national regulation that supports the national law

The operational requirements the national regulation covers

National Law: Education and care services National Law act 2010

Victoria, NSW, Queesnsland, Northern Territory, Australian Capital Territory, South Australia, Tasmania.

Educational and care services National Law act 2012: Western Australia

Education and care services National Regulation 2011

The operational requierement are:

The NQS standards

Application processes for provider approval

Setting the rating scale

The process for A & R

Minimum requeriements relating to the operation of care and education services organized around the 7 qualifications areas

Staffing arrangements and qualifications

Fees for a range of trasnsactionsJurisdiction

Question 5

Access the National Regulations and locate Part 4.2 Childrens Health and Safety.

For each division of Part 4.2 listed in the table below, identify two (2) requirements and provide an example of how these are applied to service policies and procedures.

Division Two (2) requirements Application to service policies and procedures

Division 1: Health, safety and wellbeing of children (please include infection control responsibilities) the service implement:

adequate health and hygine practices from volunteers, educators and supervisors

safe practices for handling, preparing and storing food In the center were I work we implement this hygine practices by following the procedures to clean after meal time, washing hand before and after meals (not only us, of course children too)

Also when serving food, before we wash hands, use gloves and make sure all allergys are ok and children with them have their own place mat.

Also with bottles, labeleling the name and date, keeping them in the fridge, checking the fridge temperature

Division 2: Incidents, injury, trauma and illness the approved provider of an education and care service must notified as soon as possible about the incident, injury, trauma or illness

the service must ensure that an incident, injury, trauma and illness record is kept. When an incident, injury, trauma or illness occur the first thing we do is to assist the child with what he or she needs and once we applied first aid if needed we call the parents

For example this last Monday one of the children of the service trip over and bump their head, I comfort him, applied ice and gave him water. When he was calm I called mum to tell her about it and letting her know that theres an incident report for her to sign when she picks him up in the afternoon

Division 3: Medical conditions policy The approved provier:

policies in relation: management of medical conditions, informing the nominated supervisor and staff how to manage those conditions, requirements arising if a child is enrolled with any medical condition.

There must be a policy in relartion of self administration of medicartion by children over prescool age if the service permits that In the center we have one of the children that has his MMP where it describes name of the child, his condition and the action plan iin case its needed and name and dose od the medication if its needed.

Last week when we were playing outside we noticed his skin was getting a red and we asses for the next 15 minutes. We call mum to let her know what was happening, she noticed the same at home and agreed to give him medince. We completing the medicine administration form, having a witness and being adminsitred by the nominate supervisor or repsosible person.

Division 4: Administration of medication The approved provider must:

Theres is a medication record kept that includes the details of the child and administration of medication

If medication is only administered if there is authorized and the medication is administed in accordance the regulations 95/96 Example is the same as this child has allegry to several food like: sesame, dairy, fish and nuts

This case that I described of him being outside and noticing his skin was different as he didnt consume anything with sesame, fish or nuts so we call mum to asses.

Division 5: Emergencies and communication The emergency and evacuation prcedures should be rehearsed every 3 months by staff memebers, volunteers and children presentat the service the day of the rehersal and the responsible person

The provider of the service must ensure that a copy of the emergency and evacuation plan and instructions are displayed in a prominent position near each exit at the service. In the centre were I work we have emergency drills every 3 month

We take the emergency backpack, rolls, ipads and medicine with us.

Well do a headcount to make sure everyone is with us before and after. One of us will lead and the other one will be at the back

Division 6: Collection of children from premises and excursions Before going on a excursion there must be conducted a risk assessment before it.

The chidren who are being educated by a the education and care service can only leave if the chid is given to the parent, or to an authorized nomine name in the chidls record Pre schoolers in the centre were I work when its getting closer to the end of the year and theyll go and visit primary school./ for that well communicate the parents through emails and paper about the excursion, every relevant detail about it and an authorization for it.

Question 6

Explain the requirements of childrens education and care services around transporting children in vehicles.

First of all to be able to transport children in vehicles theres a need to complete a transport risk assessment which will show that the service has considered the following factors: the type of transport, if theres need of child booster seats or car seats how to check them property, the number of educators needed for supervision and ratio, items such as phone, rolls, contact numbers , emergency bag, how the children will leave and re enter the service and how the children will be accounted before and after

Also it should include the: pick up, destinastion, route, ratio.

Should also be an authorization from the parents or guardians including: name, reason (excursion), date, description of the pick up and destination, the transport (bus, car), the estimate time of the trip, the aproximatley number of children and staff, any requirement of seatbelts/carseats, the risk assessment is prepared and available for them, the polices and procedures for transporting children.

Question 7

According to the National Regulations, what are the policies and procedures services are required to have for health and safety?

Food safety

Sun protection

Water safety

First aid

Incident, injury, trauma and illness

Infectious diseases

Medical conditions

Emergency and evacuation

Delivery and collection of children

Excursions and transportation

Providing a child safe environment.

Question 8

a. Describe the reporting lines of communication when there has been an incident. Who do you report the incident to and what is their responsibility?

The lines of communication when theres an incident is to make an internal record incident report

Call the parents of the chid involve as soon as possible but no later than 24 hsb. Explain the process you would follow to report and explain an incident, e.g. what might you need to do following an incident?

First of all our priority is the child so assisting with any need theyll have and provide comfort.

If its a serious incident the procedure is different as well need to report the incident to the state or territory authority

For both well need to complete an internal incident report/record were the educator completing it will detail all requeried information including signs of the illness and action taken

Parents will be notified as soon as practical but no later than 24 hs the time when parents were notify must be note (attempt notifications too)

The record will be review and sign by the Campus Director or RP who will decide if the chil is to be excluded from the campus

The Campus director or RP has the final say as wether a sick chi can attend of if it needs a clearance letter

c. Describe how you would ensure that an incident is explained effectively to the childs parents/guardians. Include what you would need to consider.

To make sure an incident is explained well call and notify them of what happened in detailed Also showing them the incident report and asking them to sing the report as an acknowledgement that they are aware of the illness.

Also depending on the case, the child might be excluded and need a clearance letter from the doctor to return.

Question 9

List a minimum of ten (10) responsibilities of certified supervisors and other educators/staff in maintaining health and safety in childrens education and care services.

Every morning the RP or delegate team member conducts an audit of the indoor and outdoor environment to ensure they are safe and clean.

Cleaning every meal time, bathrooms, nappy change and taking the rubbish out.

We are all Mandatory Reporters and we are require to report concerns about a childs webeing of safety

Active Supervision following the supervision plan

Out door activities will be conductued in line with Sun Safety

Keeping chemicals, medications and products that may be risk to chidren are kept in a safe place

Washing hands

Checking food allergies

If theres any hazar a risk assessment should be done

Checking permanently the indoor and outdoor are for potential hazards and move them if theres any

Question 10

Outline the Work Health and Safety Officers responsibilities in communicating WHS information to certified supervisors and other educators/staff.

The responsabiities of the WHS Officer communicating to the staff are:

Leading by example in displaying proactice approach to WHS

Disseminating health and safety information for all workers, contractors, families and stakehodersProviding training, learning and development opportunities and resources in WHS

Estabishing and achieveing mesurables objectives to improve the WHS performance

Managing incidents in a proactive and fair manner

Implementing required corrective and preventative actions

Ensuring perrs adhere to the conditions of engagement, preparing and implementing the necessary safe work procedures and practicies applicable to their work

Question 11

a. An important part of health and safety is to ensure the supervision of children is adequate.

Access the National Quality Framework online and identify the educator to child ratios for centre-based services, including which state/territory that applies to.

Age of children Educator to child ratio Applies to these states/territories

Birth to 24 months 1:4 All states

Over 24 months and less than 36 months 1:5 All states except victoria1:4 Victoria

36 months up to and including preschool age 1:11 Act, nt, queensland, south Australia, Victoria

1:10 NSW

!:10

2:25 for children attending a preschool program Tasmania

1:10 Western Australia

Over preschool age 1:15 NT, QLD, SA, TAS, VIC, NSW

If no kindergarten chidrne present

1:10 for first 12 chidrenthen

1:13 WA

1:11 ACT

b. Supervision set up and implementation will be different for different areas, including playgrounds, and activities. Explain how you can ensure supervision is adequate even in these different contexts, including the four supervision points.

You can ensure supervision in the differentcontext by:

- being in ratio

- check that the resources being used for the activity and the area are chid safe

-engaging with the chidren during the activity or play

- by being able to notice and respond inmmediatly to any incident or situation that can potentially cause harm.

- doing head counts and knowing were all children are at all times.

Supervision points are also very important:

- positioning : in a place where you can see all children

- Scanning: using the peripheral vision when you are focus with a small group

- knowing your group will help you know who needs more supervision

- Listening: paying attention to their voices tones and responding immediately to them.

c. Using the picture on page 49 of your learner guide (Activity 4B), identify the correct ratio of staff if the service is in New South Wales, the main purpose of the service is to provide care to children under preschool age, the service is not located in a remote or very remote area, and the following children are present:

Four children aged between two and two and half

Six children aged between three and four

Three children aged five

In your answer, explain how staff should be spread across this space to ensure adequate supervision.

1 educator for the four children aged 2 and 2 and a half ratio 1:5

1 educator for the 6 chidren aged between 3 and 4 - ratio 1:10

and the 3 children age 5 can count in the ratio 3to4 needing only 1 educator. Ratio 1:10

But if the service has a spare staff the 3 children age 5 can be with her.

The little ones can be on the right side of the picture where they are things and toys for their age

The ones aged 3 to 4 and 5 can be in the other end doing some drawing or painting on the tables

Question 12

Explain the concept of critical reflection and its importance for those working in regulated childrens education and care services in Australia.

Critical Reflection is the opportiunity educartos have to reflect on their practice and way of doing things. Its a moment to stop and observe see what is working and what is not.

Question 13

Explain how and why an educator may use critical reflection.

Critical reflection is such an important tool. Its the opportunity to see and observe what it working and what is not.

Its a way of reflecting on the practices put in place and an a opportunity to discuss with the team what is working, any new ideas or challenges.

Example if in your class theres a child that is acting different as he used to then theres an opportunity to reflect and discuss with your team what youve all seen talk to the family -if we know anything share and think together of startegies to help him and the group of children under our care.

Question 14

Explain what criteria make critical reflection meaningful.

The criteria that makes critica reflection so meaningful its the whole purpose of it.

Its a pause to our daily routine to reflect, think and discuss openly our practices.

Its a chance to bring change, improvement and feedback things we want to learn, implement or just change.

Its good to use it also as a tool to analyse and identify children learning development

Its a check in and check out daiy where you stop and thing how was the day? How was the room? Did they like the activities? How we approach the different situations? Etc.

Question 15

Planning an excursion is a very important process. Explain each of the below requirements.

a. Develop a risk management plan Before the excursion a risk assessment for the venue, route and activities for the excursion should be done

Example:how long the excursion, the purpose of it, where is going to be, how we are getting there, taking supplies, if theres any hazard

b. Permissions required and how they must be documented There must be a written permission from the parent or guardian

The parents should sign and compete the excursion form that will contain:

Childs name, date of the excursion, how long its going to take, the purpose of the excursion, how they will be transported, the activities planned there, how many children will be attending and the staff and how they can have access to the risk assessment.c. Credentials for accompanying volunteers Everyone coming to the excursion needs their Working with children check

d. Insurance requirements The service must run with appropriate insurance: public liability and cover other incidents out side the service.

Its important to check the policy and see if theres any imitation to it.

e. Techniques for working with others during excursions to minimise risk Allocating the adequate staff to ensure a good level of supervision.

Phones for communication

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