Early Childhood Education Case Studies

This assignment presents several case studies related to early childhood education. It delves into scenarios involving separation anxiety, toileting accidents, and a child's love for learning. Tasks require analyzing situations, suggesting solutions, outlining routines, and identifying strategies to support children's self-esteem and development within these challenging contexts.

CHCECE003Provide care for children
Parts of
CHCECE010Support the holistic development of children
CHCECE011Provide experience to support children’s play and learning
CHCECE007 Develop positive and respectful relationships
Assessment Work Book
Student complete this section
Student
Name
Date
Submitted
CHCECE003 and CHCECE007 _AW-1_V1  Copyright 4Life Pty Ltd

STUDENT DECLARATION
a.I _________________________________________________ declare that below tasks
are my own work.
þ None of this work has been completed by any other person.
þ I have not cheated or plagiarised the work or colluded with any other student/s.
þ I have correctly referenced all resources and reference texts throughout these
assessment tasks.
þ I understand that if I am found to be in breach of policy, disciplinary action may be taken
against me.
Student
Signature:
Student
Name:
CHCECE003 and CHCECE007 _AW-1_V1  Copyright 4Life Pty Ltd

THEORY QUESTIONS
This section records the results of your classroom based assessments which relate to unit
CHCECE003 Provide care for children. Some of the questions also relate to the following units: and
CHCECE007 Develop positive and respectful relationships with children, CHCECE010Support the
holistic development of children, CHCECE011Provide experience to support children’s play and
learning and CHCECE007 Develop positive and respectful relationships.
Question Satisfactory
(S) Not satisfactory
(NS) Comments
Part A
1
2
3
4
5
6
7
8
9
10
11
12
13
Part B
1
2
3
Reasonable adjustment
notes:
The student’s overall
performance is: Satisfactory Not Satisfactory
Is re-assessment
necessary? Yes No
Assessor signature Date
Student signature Date
CHCECE003 and CHCECE007_AW-1_V2 Copyright 4Life Pty Ltd Page 3 of 18

QUESTION 1
Choose one of the quality areas in the National Quality Standards and explain how this quality area
relates to how care is provided to children.
Your answer should be approximately 100–150 words.
Relationship with children: -This area is associated with the promotion of the relationships
that are made with children in the sense that they must be respectful, responsive
and also be able to promote the sense of belonging and security in the young ones.
Such kinds of relationships have the potential of freeing children to become more
engaged and explore the environment. It is also a way of learning and playing at the
same time. Through this area, development or growth can be measured in
different aspects. The aspects include physical development, cognitive
development, and social development. Development in children focuses on
changes which occur in human beings through the process of maturity.
QUESTION 2
The UN Rights of the Child and the ECA Code of Ethics both support the rights of children to be
treated with dignity and respect. Explain how giving pre-schoolers a choice between sleep or quiet
activities demonstrates respect for the child’s rights.
Promotion of the best possible developmental and learning outcomes for children is vital. Due to
such a reason, it would be important to always strive to ensure that children have supportive and
safe environments in their initial years of life. In this case, it is a priority in the context of family,
education and care in early childhood. The community in which the child is in is also taken in
context. When the environment is safe and supportive, children feel that they are emotionally,
socially, and physically valued as well as safe.
CHCECE003 and CHCECE007_AW-1_V2 Copyright 4Life Pty Ltd Page 4 of 18

QUESTION 3
To complete this task, refer to (pp. 315 – 318) of your textbook ‘The Big Picture’.
a) List the typical daily routines found in a children’s service.
The routine includes:
1. Arrival of children
2. Free play
3. Clean up
4. Breakfast
5. Group time
6. Learning Activity
7. Active/outdoor play
8. Free play Lunch
9. Story time
10. Nap
11. Close of program
b) What skills are supported when educators develop an environment that creates a sense of
belonging?
The skills are also known as aspects of growth and development. They include:
1. Motor skills
2. Cognitive skills
3. Social skills.
Development in children focuses on changes which occur in human beings through the
process of maturity.
CHCECE003 and CHCECE007_AW-1_V2 Copyright 4Life Pty Ltd Page 5 of 18

Supportive physical and social environments are important for the development of positive
relationships and the building of a child’s positive self-esteem.
c) List five considerations educators should make when organising the environment and
resources in a manner which will reduce children’s stress and frustration?
1. Ensure that the physical environment is able to allow occurrence of both solitary play and
group activities.
2. The environment must not be sensually overwhelming.
3. It must be able to provide the sense of independence and autonomy with areas that are
safe enough to be explored.
4. Allow the organization of familiar routines and also ensure that its structure can adapt to
children’s rhythms and natural preferences
5. Can allow reflection of diversity and practices that are inclusive.
d) Explain the skills that can be developed when children participate in routine task.
Cognitive, social, and emotional skills: -Participation in routine tasks supports the
development of a child’s cognitive, physical, social and emotional aspects. Working alongside other
children in routine activities lays a proper foundation for the children’s success and wellbeing in
later stages of life. Routine tasks also help in ensuring that children are mentally healthy. Mental
health, in turn, influences emotions like happiness.
CHCECE003 and CHCECE007_AW-1_V2 Copyright 4Life Pty Ltd Page 6 of 18

QUESTION 4 - To complete this task refer to (pp. 290 – 293 & 299 – 300) of your textbook ‘The Big
Picture’.
a) What are some strategies you can use to let children know it’s time to make a transition?
Provide at least three examples.
Devise a psychosexual approach from the theories of development. From this it would be easy to tell
them if they are undergoing sexual changes particularly when they experience innate unconscious
sexual drives.
Encouraging children to develop social relationships since such relationships are a driving force for
development. From the same, it would be easy to notify the children if they undergo psychosocial
stages.
Encouraging group routines to gauge if children undergo stages of social interactions and attractions.
b) What strategies can be used so that children do not feel hurried during a transition and have the
opportunity to finish what they are doing where possible?
Provision of supportive and safe environments. This is a way of ensuring that children develop good
communication and positive relationships. With atmospheres that are relaxed and warm, children
will excel in whatever they do. They also feel supported and respected in such cases.
c) What role does the educator play during a transition?
Educators must encourage creativity and also support children during such stages of transition. They
also have to implement the curriculum as they nurture creativity. They also have to be sensual when
it comes to innovation and cultural empowerment. From them, children are able to learn aspects of
deep thinking and critical reflection.
CHCECE003 and CHCECE007_AW-1_V2 Copyright 4Life Pty Ltd Page 7 of 18

d) How could a child who is reluctant or distressed about making a transition be supported?
1. Ensure that the physical environment is able to allow occurrence of both solitary play and
group activities.
2. The environment must not be sensually overwhelming.
3. It must be able to provide the sense of independence and autonomy with areas that are
safe enough to be explored.
QUESTION 5
Lila is a 3-year-old who joined your room 6 weeks ago. She had a very difficult time transitioning
from home to the centre. She would cry for a long time after her mother dropped her off and was
quiet and reluctant the rest of the day. She only recently started connecting with you and the lead
educator.
In four weeks, the 3-year-olds are going to transition to a new classroom with new educators.
Write up a simple transition plan that includes 5 strategies you will present to Lila’s family. Consider
timeframe and how exactly you are going to be supportive to Lila and her family.
a. Take her to a care firm
b. Encourage her visit
c. Review the intake information for the child.
d. Collect her safety information
e. Have talks with her parents more often to inform her on the child’s progress
f. To prepare Lila for change by allocating adequate lead time.
g. Provision of information to parents concerning resources within the new settings Lila is put in.
QUESTION6
To complete this task, refer to (pp. 174 - 175) of your textbook ‘The Big Picture’.
Part 4.3 of the Education and Care Services National Regulations includes requirements for the
physical environment. List these requirements.
CHCECE003 and CHCECE007_AW-1_V2 Copyright 4Life Pty Ltd Page 8 of 18

1. Ensure that the physical environment is able to allow occurrence of both solitary play and
group activities.
2. The environment must not be sensually overwhelming.
3. It must be able to provide the sense of independence and autonomy with areas that are
safe enough to be explored.
4. Allow the organization of familiar routines and also ensure that its structure can adapt to
children’s rhythms and natural preferences
5. Can allow reflection of diversity and practices that are inclusive.
QUESTION 7
1. Fatima’s parents have told you that she must never go to the toilet when boys are in the bathroom
because Aida says she is uncomfortable. Your room has one large bathroom that is shared with the
room next door.
a) Can you honour this request given your centre’s layout?
Yes, I would.
b) What are some of your concerns regarding this request?
1. Reduced Self esteem
2. Situations brought about by transitions
3. Moral concern
c) How would you ensure the Fatima’s self-esteem and privacy are protected, given the situation?
1. ENSURE THAT WORDS LIKE FAT OR UGLY AS WELL AS PREJUDICE AND STEREOTYPES ARE AVOIDED.
2. HELP THE CHILD FOCUS ON HER PERSONALITIES AND ABILITIES INSTEAD OF HER PHYSICAL APPEARANCE
3. ENCOURAGE THE MOTHER OF THE CHILD TO HELP THE CHILD UNDERTAKE PHYSICAL EXERCISES AND ACTIVITIES.
QUESTION 8
Explain what you would do in each of the following circumstances.
Circumstance What would you do?
Henry is wearing his shirt back to front because
he likes the picture that is on the back.
Train him on awareness including the
identification of body parts
CHCECE003 and CHCECE007_AW-1_V2 Copyright 4Life Pty Ltd Page 9 of 18

alongside aspects of creativity.
Amad has put his shoes on the wrong feet. Train him on awareness. A motor program
on so will be necessary
Zedi has put on a girl’s dress which he is parading
around in. He wants to leave it on for lunch time.
Tell him he is a boy and not a girl. Make him
associate with other children to instil the
sense of gender.
Hilda refuses to put a hat on outside. Let her put on the hat how she needs it to
be. Nature will take its cause in
teaching her through peers.
Billy has come to the Service today in just a T-
shirt. It is very cold outside and it is time to go
out to play.
Let him go outside with the vest. While
outside and feeling cold, tell him
that it is the weather that causes
the shiver and to put on heavy
cloths next time.
For religious reasons, A’ishah’s mother has said
that she must wear tights under her dress and
under no circumstances have bare legs. Today
A’ishah has had a toileting accident and she does
not have a spare pair of tights with her.
Let her walk without tights next time until
she becomes of age to control
herself during such situations.
QUESTION 9
a) What sun safety practices must be in place in an early childhood care service? (List at least five)
1. Children are entitled to periodic busks in the sun for healthy growth.
2. Children should not be overexposed to the sun
3. Children are entitled to proper clothing depending on the environmental conditions
4. Extreme UV rays are harmful to children.
5. Children should be protected from dangerous vagaries of nature such as extreme climatic
conditions.
b) Why is it important to be exposed to a balanced level of UV radiation?
TO ENCOURAGE PROPER SKIN DEVELOPMENT AND AVOID ILLNESSES ASSOCIATED WITH LOW RADIATION INTAKE.
QUESTION 10
To complete this task, refer to the reading:
 Move and Play Every Day: National Physical Activity Recommendations for children 0-5
years.
CHCECE003 and CHCECE007_AW-1_V2 Copyright 4Life Pty Ltd Page 10 of 18

a) List five benefits of a child being physically active every day.
1. Development of motor skills
2. Development of cognitive skills
3. Reduction of health concerns.
4. Development of social skills
5. Achievement of coordination and balance
b) According to the National Physical Activity Recommendations for children 0-5 years, how
much physical activity do preschoolers require?
They require a lot of physical activities to ensure that they achieve full growth potential.
c) List four activities that you could plan to facilitate children’s active physical play.
1. Bicycle riding
2. Modeling and painting
3. Football playing
4. Rope skipping and jumping
QUESTION 11
CHCECE003 and CHCECE007_AW-1_V2 Copyright 4Life Pty Ltd Page 11 of 18

To complete this task, refer to (pp. 74) of your textbook ‘Birth to Big School’.
a) Fine motor skills involve all functions involving the use of the wrist, palm of the hand, and fingers.
List four fine motor skills.
1. Painting skills
2. Drawing skills
3. Modelling skills
4. Bicycle riding
b) To complete this task, refer to (pp. 74 – 75) of your textbook ‘Birth to Big School’.
The daily routines can be used to support children’s physical development. For each of the
photographs, identify one fine motor or perceptual motor skill the child is using/developing.
Body-eye coordination skill
CHCECE003 and CHCECE007_AW-1_V2 Copyright 4Life Pty Ltd Page 12 of 18

Crafting skill
QUESTION 12
To complete this task, refer to (p. 75) of your textbook ‘Birth to Big School’.
Perceptual development begins with proprioception, and develops alongside motor development.
List the twelve perceptual motor skills.
1. Hand-eye coordination
2. Body-eye coordination
3. Auditory language skills
4. Postural adjustment skills
5. Visual-auditory skills
6. Perceptual motor skills via:
i) Active play
ii) Object manipulation
iii) Drawing blocks
iv) Crafting objects
v) Number manipulation
Question 13
a) Define the terms challenge and hazard as they relate to risky play.
While a challenge can be something new that requires extra determination and effort; hazard is
something of potential danger. It can cause adverse health or general effects on an individual.
CHCECE003 and CHCECE007_AW-1_V2 Copyright 4Life Pty Ltd Page 13 of 18

b) List five ways you can support children to engage in safe risk-taking.
1. They play in an environment that is not sensually overwhelming.
2. Engaging in activities that are not extremely physical and hazardous.
3. Protection against harsh environmental conditions via proper clothing
4. Provide children with a number of experiences which would reflect their interests, diverse
cultures, personal preferences and developmental levels.
5. Make a lot of time to talk to families and children regarding their experiences and interests.
PART B CASE STUDIES
QUESTION 1
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to
answer the following question.
Case Study 1: Managing Change
Ethan (2 years 11 months) has been attending the service for two years and is currently in the
toddler room. A position has opened up 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 two weeks Ethan announces that
he is “A big boy” and wants to “Stay with the big kids!”
List the factors that helped Ethan to manage the change to the 3-year-old room.
CHCECE003 and CHCECE007_AW-1_V2 Copyright 4Life Pty Ltd Page 14 of 18

1. Environmental exposure
2. Support from the family and educator
3. Psychological transitioning
4.
QUESTION 2
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to
answer the following question.
Case Study 2: 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 service and Asher has interacted well with the
educators and children. Today will be the first time Asher’s mother will leave him at the
service.
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 carries with him at all times.
a) List the questions you might ask Asher’s mother to help you develop a separation
routine/ritual.
CHCECE003 and CHCECE007_AW-1_V2 Copyright 4Life Pty Ltd Page 15 of 18

1. How often do you take time away from your son?
2. Which kind of games does your son like playing?
3. What kind of toys does your kid love?
b) Suggest a separation routine for Asher and his mother to follow.
a. Encourage her visit
b.Review the intake information for the child.
c.Collect her safety information
d.Have talks with her parents more often to inform her on the child’s progress
e.To prepare Lila for change by allocating adequate lead time.
f.Provision of information to parents concerning resources within the new settings Lila is put in.
QUESTION 3
To complete this task, refer to (pp. 322) of your textbook ‘The Big Picture’.
Case Study 3: Toileting Accident
Eden (3 years 6 months) still has regular toileting accidents – she often wets herself because she
doesn’t 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 quietly says, “Eden, I noticed you’ve had an accident. Let’s go and get
some clean clothes for you.” The educator takes Eden’s hand and they walk to the bathroom.
CHCECE003 and CHCECE007_AW-1_V2 Copyright 4Life Pty Ltd Page 16 of 18

The educator also quietly alerts another educator who proceeds to clean the area. The educator
retrieves Eden’s change of clothes and offers assistance.
“Let’s get these wet things off. Here’s a warm washer Eden. Can you wipe yourself?” The
educator encourages Eden to dress herself while she puts the wet clothing in a bag. “We’ll put
these clothes in a bag so you can take them home to get washed.” Eden appears anxious about
having an accident.
Educator: “There you go Eden, all nice and dry. Sometimes when you’re playing you get very
busy and forget you need to go to the toilet. When your body tells you need to go to the toilet its
best to go straight away. You know you can go straight back to your play after you’ve been to
the toilet. How about I help you by reminding you to go to the toilet.”
Eden smiles and nods. 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.
Shegave Eden’s mum some further strategies on helping Eden be better tuned in to her body so
that she can get to the toilet in time.
a) Identify and list three ways in which the educator supports Eden’s self-esteem and privacy in
relation to the toileting accident.
1. By talking to her calmly and personally
2. By peacefully and tactfully isolating her from her puzzle game
3. By privately talking it out with her mother
b) List three simple rules that could be introduced to assist preschool children to develop
independent toileting skills.
CHCECE003 and CHCECE007_AW-1_V2 Copyright 4Life Pty Ltd Page 17 of 18

1. Inform the educator in case you feel urged to help yourself.
2. Stop playing when you feel pressed and go to the toilet
3. Ask the educator to help you when you feel urged.
CHCECE003 and CHCECE007_AW-1_V2 Copyright 4Life Pty Ltd Page 18 of 18