Certificate in Child Care Assessment 2022

Running head: CERTIFICATE IN CHILD CARE
CERTIFICATE IN CHILD CARE
Name of the Student
Name of the University
Author Note

CERTIFICATE IN CHILD CARE
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Assessment task 1
1. The policies and the procedures that should be kept at an education centre are as follows:
 Health and safety
 Nutrition, food, beverage and the dietary requirements
 Sun protection
 Staffing arrangements
 Relationship with the children
 Service management
(Acecqa.gov.au, 2019).
2. Quality areas of the National Quality Framework
Quality Area 1 – Educational program and practice.
Quality Area 2 – Children's health and safety.
Quality Area 3 – Physical environment.
Quality Area 4 – Staffing arrangements.
Quality Area 5 – Relationships with children.
Quality Area 6 – Collaborative partnerships with families and communities.
Quality Area 7 – Governance and leadership (Acecqa.gov.au, 2019).

CERTIFICATE IN CHILD CARE
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3. The principles of EYLF are:
Secure, respectful and reciprocal relations: This principle is states to have positive
interactions with children by being empathetic and understanding their feelings, thoughts and
promoting the sense of well-being of each child.
Partnership: This is an important element in early childhood learning success. It accepts that
children cannot learn in void and says that they must work with families, caregivers and people
in their communities to guarantee that the learning experience of each kid is beneficial and
positive.
High Expectations and Equity: Considering that all kids have the capacity to understand and
develop any social diversity or skills and offer all kids a variety of opportunities for learning.
Respect For Diversity: Show respect and reflect family value and cultural values.
Respecting every lifestyle, every culture and languages, histories and traditions are important.
Ongoing learning: Continue to enhance skills, knowledge and training to improve local family
and community understanding and collect data to support child development.
4 . Pedagogical practices
 Constructivism
 Student centred learning
 Dialogic learning
 Holistic learning
 Enquiry based
 Reflective
 Collaborative