CHCECE003 Provide care for children

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CHCECE003 Provide care for children
Assessment
To achieve a competent result for this unit you must satisfactorily complete all the assessments
requirements listed below.
Assessments for this unit are as follows:
Assessment Number Type of Assessment Description and location
Assessment 1 Short
Questions/Multiple
Choice
Questions/True or
False
There are short questions found in this booklet.
You will be given the opportunity to respond to each
question in your own words in a written format. In
special cases you may respond verbally.
Assessment 2 Case
studies/Scenarios
There are Case studies/scenarios in this booklet. Read
the case studies given and answer the questions that
follow. Use your own words in answering these case
studies.
Assessment 3 Research Activity There are research activities found in this booklet. You
are required to research the topic and respond to each
question in your own words in a written format. In
special cases you may respond verbally.
Assessment 4 Personal/Reflective
Journal
Instructions for the journal are in the supervised work
placement booklet
Assessment 5 Third Party
Observation
Will be performed by the workplace supervisor while the
student is on Work Placement.
Assessment 6 Work Place
Observation
Your workplace supervisor observes you in the work
place setting demonstrating the practical application of
the skills and knowledge that you have gained in relation
to these units. Your supervisor is required to observe
you performing tasks in the workplace using the
checklist provided in the third party report. During the
observation your assessor will make a judgment as to
whether you have met the required skill level for the
qualification, or if further practice is required.
Instructions and checklist for work placement are in the
supervised work placement booklet. When an assessor is
unable to visit the workplace they shall liaise with your
workplace supervisor to confirm your ability to perform
the tasks as part of the training package.
Assessment 7 Portfolio In your portfolio you should collect information relevant
to the unit such as the Children’s Developmental Stages,
Playground policies etc.

Instructions to the Student
Please read all the information given to you before you start any assessment task. If you do not
understand some or all of the questions, please ask your trainer/assessor for assistance.
Attempt to answer ALL questions in your own words on the assessment paper provided. The questions
are designed to assess your understanding of the unit as well as your underpinning knowledge. To
satisfactorily complete this assessment task you are required to complete the whole assessment. To do
this you will need to answer all questions correctly and demonstrate you have achieved the required
knowledge to industry standards. This assessment is intended to be fair and flexible. If you feel that we
should change any aspect of this assessment to be fair, equitable or flexible, immediately contact your
assessor who will attempt to make alternative arrangements.
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Tasks included in submission
Assessment
Tasks
Title Satisfactory/
Not yet
satisfactory
Assessor
Signature
Date Re-submission
Satisfactory/ Not
yet satisfactory
Short Questions Assessment 1
Case Studies 1-8 Assessment 2
Research
Activity 1
Assessment 3
Assessment 1
Short Questions
Complete the following statement with the correct words. safe choices experiment
challenges predictable explore
Preschool children require an environment that provides opportunities to make
choices allows them to explore, make experiment and take on new
challenges. They also need adults to provide structure and routine so that their
environment feels safe and predictable.
1. The following photographs show Educators engaging with Children during meal times
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i. How are the Educators ensuring appropriate supervision of the children during mealtime?
The interact with the, provide guidance to the children so that they can have their meals in a
proper manner. They also provide them directions of what they should do when they finish their
meal. They can also ensure safety of children and engage in meaningful interaction (Sample
SunSmart Policy for early childhood, 2020).. It is very important for educator to examine the
behavior of children towards meal because many people does not shows the positive response
towards the eating. In this way, they were suffering from fever, cold. In order to impact on their
immune system. Thus, it is the first priority for educator to provide the better guidance and
supervision. Sometimes, educator may use an effective strategies, tactics to ensure the person
when they can achieve the specific goal and objective.
ii. List three things the Educator could do or say to engage with the children while eating or
drinking?
 Educators can explain children importance of good nutrition and ways in which good and
proper nutrition can help in enhancing overall physical and mental health of children
(Kim & Stormont, 2020).
 They can explain importance of all kinds of food that they eat or drink
 They can also check whether children have ready access to food and water and are having their
meals in a proper manner.
2. To complete this task refer to the following website: www.sunsmart.com.au and read the
Sample Sun Smart policy for early childhood education and care services, Cancer
Council Victoria (2012).
a. What are the five objectives of the Sun Smart policy?
 ensure all children, educators and staff are protected from over-exposure to UV radiation;
 ensure the outdoor environment provides shade for children, educators and staff;
 ensure children are encouraged and supported to develop independent sun protection skills;
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 support service’s strategies to meet its duty of care and occupational health and safety obligations to
minimise harmful UV exposure for children, staff and visitors.
 To ensure safety and precaution of children from harmful Ultraviolet rays.
b. What does the policy recommend families are responsible for in relation to being Sun Smart
when enrolling their child?
When families or parents are enrolling their children they are responsible for: to provide
resources such as hat, sunscreen, covered cloths etc. to their children so that basic protection
from UV exposure can be provided. They are also responsible for providing proper guidance to
their children so that they can become aware and protect themselves from UV exposure.
Furthermore, it should be recommendation the sun screen policy which help for providing the better
protection of children through UK exposure. These exposures are directly affecting the health condition
because children are unable to handle the large amount exposure in their body (Sample SunSmart Policy
for early childhood, 2020).. Children’s are more sensitive than adults so as require more protection while
implementing sun screen policies and procedures. It is the most beneficial in context of safety as well as
security. There are large number of families recommend to implement the policy, responsible for in
relation to being with sun smart when enrolling the children
3. To complete this task refer to the following reading:
 Guide to the National Quality Standard, ACECQA (2011).
 See pp.68-69 NQS 2.2.2 Physical activity is promoted through planned and spontaneous
experiences and is appropriate for each child.
a. What does Element 2.2.2 of the NQS aim to achieve?
This element aims to contribute to a child’s ability to socialize, cooperate, concentrate and learn.
It is consider as an appropriate element which always supports for children to gain better
experience. Many families are responsible for providing the better facilities, when children
perform the physical activities while promoting through spontaneous experience and planned
which appropriate for every children. On the other hand, physical activities are improved the
experience of children when they are using natural elements such as soil, flower in their playing
activities (Guide to the National Quality Standard, 2020). It always supports for understanding,
gaining more knowledge about the science. In this way, it is very important to consider the use
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natural element in the placing activities. Furthermore, it also contributing to learn something new
about the natural environment or culture in proper manner.
b. When assessors are looking for evidence that a service promotes physical activity as defined in
Element 2.2.2, what sorts of things may they observe Educators doing?
 Constantly implementing movement and physical activities as a part of the program for
all children.
 Encourage and provide proper support to children so that they can participate in unfamiliar or new
physical experience (Lee & et. al., 2019).
 Educators involve themselves within children’s physical activities
 Encourage children to participate in physical activities as per their ability and their level of
comfort.
 Educator would be implementing an effective strategies, tactics to enhance overall children’s
capabilities. Furthermore, they can gain more knowledge with their own experience (Guide to the
National Quality Standard. 2020).
c. When assessors are looking for evidence that a service promotes physical activity as defined in
Element 2.2.2, what sorts of things may they observe children doing?
 Being encouraged and supported by using increasing complex sensor motor skills and
movement patterns that increase their spatial awareness, combine gross and fine motor
movement and balance and use their problem-solving skills.
 Having opportunity to engage themselves in outdoor activities.
 Helping to set up and plan for physical play activities and equipment
 Show excitement for participation in physical play and negotiating play spaces in order to ensure
safety and wellbeing of themselves and others (Guide to the National Quality Standard. 2020).
4. To complete this task refer to the following reading:
 Move and Play Every Day: National Physical Activity Recommendations for children 0-5
years, Department of Health and Aging (2010).
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a. List five benefits of a child being physically active every day.
1. 1. Help achieve and maintain a healthy weight.
2. 2. Build strong bones and muscles.
3. Improve balance, movement and co-ordination skills
4. Promote social skills through interactions with people
5. Encourage self-confidence and independence (Yarımkaya & Esentürk, 2020).
b. How much physical activity do preschoolers require?
Preschoolers should be physically active every day for at least three hours, spread throughout
the day.
c. List four activities that you could plan to facilitate children’s active physical play.
1. Play with different sized balls as per the age of child
2. Games likes hide-and-seek, obstacle courses, follow the leader, stuck in the mud
games can be played
3. Walk to places rather than driving
4. Make them walk barefoot on surfaces like garden, sand etc. (Move and Play Every Day.
2020)
6. You have decided to conduct a group experience with the 3-5 year old children to discuss how their
bodies work and the importance of physical activity to health and wellbeing.
i. Identify a book you could read with the children relevant to this topic, include title and
author?
Topic: Children’s physical fitness and wellbeing
Title: Run and Hike, Play and Bike: What is physical activity
Author: Brian P. Cleary
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ii. Identify a game you could use to extend on the children’s knowledge and interest of
health and wellbeing?
Hide and Seek
Playing with the ball or kicking it
Hiking or climbing
7. To complete this task refer to the following reading:
 Challenging Play – Risky! Kidsafe NSW (2012).
 Read the statements in the table below and indicate whether they are True or False.
Statement Ans.
Risky play gives children the opportunity to develop skills in negotiating the
environment.
True
Learning to use equipment safely is not necessary for young children. False
Children need opportunities to learn about the positive and negative
consequences of risk taking.
True
Taking risks will usually result in a negative outcome for children. False
Learning to negotiate risks enhances children’s self-confidence and well-being. True
Early childhood environments should offer children the opportunity to take
acceptable risks.
True
List five benefits of risk taking.
1. One of the main benefit is Pleasure
2. It helps in development of self-confidence and well-being
3. Engagement with the natural environment and natural elements
4. It helps children in learning through experience
5. Mixing between different age ranges (Tyagi & et. al., 2017).
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8. a. Why are schedules and routines important?
Schedules and routines are important because it helps in influencing many aspects of children’s
development (social, emotional and cognitive). It helps in reducing behaviour problems such as
aggression and tantrums. It further helps children to feel safe, secure as well as comfortable
(Lee & et. al., 2019).. It can also be said that schedule and routine helps in development of
sense of security, feel safe and have a proper and stable learning environment
b. Why is it necessary to support children through transition with the following?
New arrivals:
Transition are less stressful especially when they have good relationship with their care givers.
It helps to reduce their struggle with their new routine or new things and adopt it easily
Within the daily routine:
Daily routines are powerful organizers of children’s behaviour and is quite instrumental for them
at the time of transition
Well planned routines and environments as well as responsive Educator interactions can support the
development of social and emotional skills as well as prevent behavioral issues.
9. List three strategies and procedures Educators can use to promote positive routines and
environments.
It is an essential for educator to consider an effective strategies and procedure that help for
promoting the positive routine and environment. Generally, educator is mainly focused on the
literacy elements in routine. It may include label/ describe the regular routine. Many children’s
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are using the predictive understanding towards of routine in order to learn new words (Kim &
Stormont, 2020). When implementing the suitable routine, maintenance which has increased
the opportunities to explore conversation between educator and children’s during eating food.
As discussed about the routine with children and also asked them how significant routine may be
changed, improved as well as extended.
The educator has the most important part of all in the proactive approach for providing the better
guidance of children behavior (Lee & et.al., 2019). It can be performed the significant role for establishing
the good relationship with every children. Educator will be implementing the different strategies that help
for promoting positive routine and environment.
 It can be established the enough physical space for children whereas they can easily move
around room without any distraction.
 Educator also focused on the developed enough places so that little child perform the different
activities. Afterwards, they can use the different equipment’s, resources to achieve the desirable
goal and objective.
 Educators use the creative art opportunities program as strategy that help for providing the better
facilities. Furthermore, it is also creating adults or art book creation, learning new thing on regular
basis. in this way, it has been scheduled the routine where children’s express their own creativity
and learning.
10. Match the examples of Educator Practice to the Transition Strategy.
Ans. Transition Strategy Educator Practice
F All Educators are used to ensure
transitions run smoothly.
a. At Blue Bay Early Learning Centre
preschool children can choose to sleep or
participate in quiet time activities.
A Transitions should be designed to
accommodate individual needs, taking
into account development, age and
abilities of children.
b. The Educator pairs Ethan, who has a
developmental delay, with a buddy during
transitions.
E Transitions are gradual and designed to
eliminate or reduce waiting or over
crowding.
c. Because the children are engrossed in
their play the Educator decides to allow
children to continue playing rather than
pack up for group time.
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D Educators always give children
advance notice of transitions.
d. The Educator rings a bell to signal to the
children that it almost time to pack away
and get ready for lunch.
C Transitions are consistent but also
flexible.
e. At Blue Bay Early Learning Centre the
Educator sends three children at a time to
the bathroom to avoid overcrowding.
B Transition strategies are adapted where
there are children with additional
needs.
f. To avoid having children ‘wait’ or line up
when transitioning to outdoors one
Educator waits on the verandah just
outside the door to receive children as they
move outside.
11. Kelly (3 years) cries every morning when it is time for her dad to leave.
What could you do to minimize the distress of separation for Kelly and her dad?
As per scenario, it can be understanding about the separation between Kelly and her dad.
Typically Kelly symptoms which include crying in every morning. It is not unusual condition for
dad to experience the significant anxiety and distress. In this way, it would be required to
minimize the distress of separation for dad and Kelly. It will be implementing few tactics and
strategies.
 Establish a goodbye routine: Data can use a proper routine as an effective tool to provide the
better sense of security as well as teach expectation for daily events, programs. Afterwards, it will
be creating a goodbye routine and practices it faithfully. Every routine should be warm and also
reassuring the brief ideas (Markowski & Roxburgh, 2019) Sometimes, lt is also linked with the
return of meaningful event. In this way, Kelly will resume to play games shortly after departure.
 Plan Dress Rehearsals: It is also important strategy that mainly focused on the escalating Kelly
symptoms during separation. It is possible to introduce as babysitter so that they can spend time
before leaving child. Initially, it would require identifying new day facilities, arranging several visit
with the positive result or outcome. This will help for encouraging the child to perform different
activities. Afterwards, they can show interest towards colorful picture, flowers and other natural
elements. It helps for Kelly to discover something innovative which will be exciting at each visit.
As per discussion, it has summarized about the conceptual way in which find the balance between
reassuring child and supporting. It allows for children to have greater opportunities to practice while
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managing the emotions. Therefore, it provides the facilities of their children from their fears, it can help to
manage the distress during separation.
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Assessment 2
Case Study 1
Eden
Eden (3.6 years) still has regular toileting accidents – she often wets herself because she does not want
to leave her play and leaves it until the very last minute to rush to the toilet. Eden is at the puzzle table
when the Educator notices a pool of liquid under her chair. The Educator approaches Eden and gently
prompts her about her accident, guides her to the bathroom and quietly alerts another staff member about
the accident who proceeds to clean the area (Lee & et. al., 2019). The Educator retrieves Eden’s change
of clothes and helps. Eden begins to undress and change her clothing, placing the wet clothing in a bag
the Educator is holding. The Educator explains where these items will be stored until parents arrive for
pick up. Eden appears anxious about having an accident and the Educator reassures her that accidents
happen and comments that she will always be able to return to play after using the toilet.
That afternoon, the Educator takes Eden’s mother aside to a private area away from the children and
other families and talks to her about Eden’s accident and how Eden seemed a bit upset and anxious.
Eden’s mother explained that they were getting frustrated with Eden’s accidents at home and were not
sure how best to manage them. The Educator discussed the importance of staying calm and reassuring
Eden and to use gentle reminders regularly. She gave Eden’s mum some further strategies on helping
Eden be better tuned in to her body so that she can get to the toilet on time.
From the list below, identify the ways that the Educator supports Eden’s self-esteem and privacy
in relation to her toileting accident.o Allows Eden time.o Is non-judgmental and uses gentle reminders.o Considers Eden’s need to be independent.
o The Educator changes Eden in sight of others.
o The Educator discusses Eden’s accident with others in front of her.o Considers Eden’s feelings.
Reason for selecting option
As per selecting the option, it has identified that educator supports Eden’s self-esteem as well as
privacy in related to her toileting accident. Initially, they are directly communicated with her mothers.
After doing conversation, education has realised that require a proper guidance or counselling for Eden
so that they can understand the situation while eliminating such type of toileting accident. In this way,
Educator will make plan to change the activities of Eden so that they always focused on their
performance on regular basis (Yarımkaya & Esentürk, 2020).. They are setting a specific time interval
whereas give instruction every 1 hours so that they will change their habit to go washroom between 1-
hours. In this way, it helps for changing the habit of Eden.
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Case Study 2
Jamie
Jamie (4 years) arrives at the service today dressed in a singlet top, thongs and cap. The Educator
explained that the service sun smart policy required the children to wear covered sleeves and broad
brimmed hats. His father explains that this is what he wanted to wear and that he did not see a problem
with it as that’s what they normally wear and to just slap some sunscreen on. The Educator acknowledges
that this is fine at home but that she needed to follow the service Sun Smart policy and that maybe they
could put a shirt on Jaime to play outside with a spare hat today and then if Jaime wanted he could take it
off when they went indoors (Tyagi & et.al., 2017). Jamie and his father were happy with this outcome and
the Educator later reflected that it would be a good time to discuss sun safe practices with the children
again and to add some information into the newsletter for families.
From the list below, identify the ways in which the Educator follows the service’s Health and
Safety requirements whilst at the same time meeting the family needs?
o Allowed Jamie to play even though he was wearing inappropriate clothing.
o Suggested a compromise that would be mutually beneficial.
o Ignore Jamie’s and his father’s requests.
o Respects the viewpoints of Jamie’s father.
o Implemented the service policy and procedures whilst respecting family views.
Reason for selecting option
Educator is mainly focused on the health and safety service so that they always focused on considering
the same time meeting the family requirements. According to case study, it has identified that both Jamies
and father wanted to wear different clothes. Furthermore, The Educator has acknowledged that would
require to the follow the Sun Smart policy (Yarımkaya & Esentürk, 2020).. In this way, it helps for
managing and arranging the better quality of product as well as service. It also tried to maintain the
service but needs to implement an effective health and safety related policy. In order to fulfill the need and
requirement of family members.
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Case Study 3
Evie
Blue Bay Early Learning Centre has a beautiful natural outdoor environment that features a number of
trees the children are able to climb as well as a variety of different surfaces that children must learn to
navigate on and around.
Today Evie (3 years) was walking along the rocky path in her bare feet. The Educator could see that Evie
was struggling to negotiate the loose and uneven rocks and continued to observe her efforts until Evie
came to a standstill and looked around. The Educator said to Evie ”Let me help you put your shoes on
and see how you go then.” The Educator assisted Evie to put her shoes on and Evie was then able to
manoeuvre over the rocky path with greater speed.
Identify one positive and one negative aspect of the Educator’s response.
Positive:
The positive aspects of educators to understand the problem whereas how Evie faced the
difficulties when they are walking on the rocky path with proper speed. The primary of
educator is to provide the better guidance so that children can learn new technique or
method in proper manner. Afterwards, educator will give the direction to Evie so that they
can easily walking in rocky directions in proper manner ((Tyagi & et.al., 2017). The Educator
could see that how Evie become struggling to negotiate the loose, uneven rocks. In this
way, educator has continued to observe her efforts. Afterwards, educator can easily
understand the mind set and require a proper counselling. In this way, it can conclude that
educator shows positive response towards Evie learning abilities.
Negative:
The negative aspects of educator towards the Evie when they did not recognised the need or
requirement. That’s why, it would help them to wear shoes when going outside. In this way, it
has suffered the Evie was then unable to manoeuvre over the rocky path with greater speed.
Educator is mainly concerned about other children’s who have already performed very well. In
order to learn technique or method whereas how they can establish coordination between
walking in rocky path direction. Therefore, it helps for achieving the goal and objective.
Sometimes, it has shown the negative aspects of educator towards Evie because they were
struggling on walking along the rocky path in her bare feet.
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Case Study 4
Ethan
Ethan (2 years 11 months) has been attending the centre for two years and is currently in the toddler
room. A position has opened in the 3-year-old room and Ethan’s Educators and parents agree that Ethan
would benefit from transitioning to the 3-year-old room. The Educator and parents collaborate on a
transition program that they hope will ensure a smooth transition.
Each morning Ethan’s father tells him that now that he is a big boy, he will be spending time in the 3-year-
old room with Josh (Educator). The Educator and the parents make this an exciting prospect for Ethan.
Just before morning tea Ethan is taken to the 3-year-old room, has his morning tea with the older children
and then joins them for a story, music and indoor play. He then returns to the toddler room for his lunch
and afternoon sleep.
It is planned that this process will continue until the Educator, parents and Ethan feel he is ready for a
permanent change. To everyone’s delight after 2 weeks Ethan announces that he is “A big boy’ and
wants to ‘Stay with the big kids!”
What factors contributed to a smooth transition for Ethan?
According to given scenario, The Educator and the parents are planning to provide the transition
process whereas they can understand the own capability of Ethan. In order to deal with every
situation or condition in their lifestyle. In this way, Ethan parents continue planned to participate
in the transition process so that they can learn something new and establish collaboration with
other kids. Furthermore, it should be considered the different contributed factors within smooth
transition for Ethan.
 The education and parents were established the collaboration on the transition program or event
so that they will ensure a better smooth transition process.
 At transition process, educator and Ethan parents make them exciting for the performance of
ethane. They can contribute the better way to enhance the own abilities. In order to adopt the
current environment or culture, whereas they will establish coordination with elder kids.
 The transition process should be unhurried which mainly following the better way to develop own
ability and capability. In this way, it automatically exciting both parents and set up their own pace.
 Ethane may include for deciding the appropriate time intervals of permanent transition if it is
possible.
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Case Study 5
Jonty
Jonty (5 years 1 month) is still learning to share. When at the playdough table Jonty gathers as much
dough as he can and refuses to share it with other children.
Educator response:
Educator: “Jonty, remember we have to share the play dough. I will help you to give some to Seren and
Macky.”
How does the educator’s response support the building of social skills and reciprocal respect of
others?
According to case study, it has examined the certain aspects of Jonty participate in the still
learning When at the playdough table Jonty gathers as much dough. But jonty has refused to
share with other children. At that time, educator is in with them and suggest everyone tasks, it
turn into plays with experiment so that they can share everyone get a turn. Furthermore,
educator’s response to support the building of social skills as well as reciprocal respects of
other.
The educator will encourage the jonty to talk with and plays other children, share their dough. In this way,
it is important for children to develop the social, creative and exchange ideas, feeling, and thoughts. As
children develop that can use verbal as well as non-verbal communication for range of purpose include
sharing, showing interest . The education will focus on the develop social skill in the Jonty so that they
can easily participate and generate opportunities to observe in social situation. Children learn how
conversation during playing. This is important to follow the specific rules, regulation and skills which
enable jonty to communicate with other in sophisticated manner.
For Example- Children engaging in art and craft experience benefits, advantage all aspects of children
development. Many children’s cannot express what they feel or think. It may able to do some effectively
and express their own creativity through Art.
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Case Study 6
Callie
Callie (4 years 4 months) is sitting with a small group of children having her morning tea. Callie is rocking
back on her chair. The Educator reminds Callie to sit with her feet on the floor. A few minutes later Callie
again rocks on her chair and this time the chair topples backwards, sending Callie crashing to the floor.
Educator response: The Educator quickly goes to Callie’s aid. Callie has bitten her tongue and there is
some bleeding in Callie’s mouth. The Educator calms Callie and applies first aid.
Once Callie is calm and the bleeding has stopped the Educator continues to sit with Callie to offer her
comfort.
Educator: “I’m sorry you hurt yourself Callie. It must have given you a fright falling like that.”
Callie: “Yeah, it scared me.”
Educator: “It’s really important to sit properly on the chair with your feet on the floor.”
How does the Educator’s response support Callie’s social and emotional development?
As per given scenario, it is an essential for understanding the educator response towards
Callie’s, he always tried to manage both social as well as emotional development. Children’s
social and emotional health affects their overall development and learning. According to
educator, they always focused on providing the better opportunities whereas they can share
own opinion, viewpoint (Tyagi & et.al., 2017). In this way, Callie’s that child who are mentally
healthy tend to be happier, great motivate ti learn something. The children who exhibits the
emotional and social difficulties which tend to have faced the direction, participating within
learning activities.
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Furthermore, educator can promote Callie’s in term of both social as well as emotional health in
different manner. For example- Educator has organised the material rich environment for
children’s learning while stimulating social interaction among children. In this way, Callie’s also
understanding the perception and thinking about the educators’ person. However, it is building
trust, loyalty relationship that conduct intentional teaching.
Case Study 7
Asher
Asher (3 years 3 months) and his mother, Tara are new to the area. Asher and Tara have been on
several orientation visits to the center and Asher has interacted well with the Educators and children.
Today will be the first time Asher’s mother will leave him at the center.
Tara is anxious that Asher will cry when she leaves. During the orientation visits Tara had attempted to
leave Asher for a short time but he became too distressed. Tara has secured a part-time job which she is
due to start tomorrow.
Asher likes to do puzzles, build with the blocks and play with the train set. There are several other
children in the group who are extremely social who have approached Asher to play. Asher appears to be
developing well and has been happy and relaxed in his mother’s presence.
Asher has a rabbit called ‘Bob’ that he always carries with him .
Suggest a separation routine for Asher and his mother to follow.
As per case study, it has been identified the relationship between Asher and his mother
because Asher is crying in the orientation program. In this way, his mother was worried about
him. In this way, it is important for suggesting the separation routine for Asher and his mother in
order to handle the coordination between them.
 Initially, Asher month can be coordinated with educator and identify that what will happen during
orientation days. Asher likes to do puzzles, build with the blocks and play with the train set.
 Afterwards, it keeps drop-off sweet and short gesture towards Asher. Have over to educator. Who
will be easily distract the child and get them engaged with different playing activities? In this way,
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Asher is completely focused on the puzzle solving and enjoy them. Asher’s mother that feel free
to do their work in properly (Tyagi & et.al., 2017)
 Mother do not prolong the goodbyes with child. it is hard to leave the little one wile mother is
upset. It helpful for distracting the mind of Asher so that they can participate role in different
activities.
 Remain keep calm and transition for child which help them to settle.
 If Asher mother is feeling anxious so that it would require to not show this your children.
 Have Faith with the staff members, they can easily deal with their children’s all days. They know
very well what to do the task. Sometimes, educator help for distract the child if they are initially
upset.
Case Study 8
Joel
Joel’s mother usually waits until Joel (3 years 6 months) is settled and then whispers goodbye before
quietly leaving, knowing that Joel will not hear or see her. Joel begins to cry as soon as he realises his
mother has left.
What would you say to Joel’s mother about saying goodbye?
Generally, when parents leave their children so that they should say goodbye to their child. They will be
leaving because if not every time parents leave the room. The child will become upset with parents. As
per case study, it has identified that Joel’s mother say goodbye to his child (Markowski & Roxburgh,
2019). It is one of the most common separation that educator and parents should follow. Sometimes, it is
extremely essential to develop an effective separation routine.
Furthermore, i will recommend the Joel’s mother arrive to send quality of time with Joel. In this way,
it will suggest to put their own belongings and accompany Joel’s on the basis of experience. Afterwards, it
will tell to say goodbye with hugs, kisses. In some situation, Joel’s mother will ask the child to leave once
she said goodbye. Therefore, I will promise to the mother that will easily reassure him, also return to their
work. In this way, it will require for mother to give better advice and coordinate with their child.
Assessment 3
Research Activity 1
For each set of photographs, comment on the physical space and equipment and how they are
arranged/organised to promote children’s participation.
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Include the following in your answer: How physical space is arranged to promote children’s engagement and social interactions?
 How the space promotes sustained play/concentration, sharing?
 How natural elements are used?
Physical Space/Equipment Answer
 A rich and varied environment or culture that
supports children’s learning as well as
development. It always give them support with
confidence to explore and learn something new
idea.
 It would be creating an effective physical space in
an early childhood and setup an atmosphere that is
inviting, welcoming and engaging. When setting up
the layout, furniture and raw materials that need to
be taken into considerations. Having a large open
area or space when children to play and invite other
friends. Therefore, it is an essential part to break up
large spaced within in room into smaller areas.
 In this way, it help for promoting the child
experience to develop the own social skills or
knowledge within particular environment. It
supports for children’s emerging with physical
environment on the basis of interest. It allows them
to demonstrate curiosity as well as creativity.
There are different way to promote the sustained
play/concentration. It is mainly following different
functionality.
 It can be setup the time schedule, when room
educator as well as children come together as
community. In order to perform different activities in
step by step manner. Space promotes sustained
play/concentration, sharing because children
establish the coordination with other children’s
(Yarımkaya & Esentürk, 2020).. They were playing
together ideas, thoughts and creativity based on
experience.
 These types of creative activities are performed by
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children. In this way, educator will promote the
children to use sustainable item for purpose of art,
craft. It involved clay, markers, collage raw
materials, paste and crayons. As they view of their
own creation and those of their children’s, they
learn to value, appreciate differences.
There are different way to use the natural elements
 it may use the additional natural element such as
smaller plants, pots, tyres and tube. These are
considered as natural materials to play such as soil
and sand.
 Many children’s are attracting towards these
natural material such as flowers can be grown in
gardens for children, which has been created in
raised beds.
 Moreover, it can be used the different natural
elements such as cones, pods, leaves, pinecone
which including as opportunities for children to
explore maths, science concepts in context of
counting, classifying and weighting (Yarımkaya &
Esentürk, 2020).. Water and sand trays inside
which providing the additional interesting
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experience.
REFERENCES
Book and Journals
Kim, Y. H., & Stormont, M. (2020). Early Childhood Teachers’ Ratings of Metacognitive Knowledge and
Behavioral Support Strategy Use in Classrooms. Early Childhood Education Journal, 48(2), 181-188.
Lee, S., & et. al., (2019). Maternal perceived work schedule flexibility predicts child sleep mediated by
bedtime routines. Journal of Child and Family Studies, 28(1), pp.245-259.
Markowski, K. L., & Roxburgh, S. (2019). “If I became a vegan, my family and friends would hate me:”
Anticipating vegan stigma as a barrier to plant-based diets. Appetite, 135, 1-9.
Tyagi, V., & et. al., (2017). The risky side of creativity: Domain specific risk taking in creative
individuals. Frontiers in psychology, 8, p.145.
Yarımkaya, E. & Esentürk, O.K., (2020). Promoting physical activity for children with autism spectrum
disorders during Coronavirus outbreak: benefits, strategies, and examples. International Journal of
Developmental Disabilities, pp.1-6.
Online
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Guide to the National Quality Standard. 2020. [Online]. Available Through:<
https://www.acecqa.gov.au/sites/default/files/acecqa/files/National-Quality-Framework-Resources-Kit/
NQF-Resource-03-Guide-to-NQS.pdf>
Move and Play Every Day. 2020. [Online]. Available Through:<
https://www1.health.gov.au/internet/main/publishing.nsf/Content/F01F92328EDADA5BCA257BF0001E72
0D/$File/FS%200-5yrs.PDF >
Sample SunSmart Policy for early childhood. 2020. [Online]. Available Through:<
https://www.sunsmart.com.au/communities/early-childhood-schools/sample-policies>
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