Early Childhood Care and Education

Explore the trends and strategies in early childhood care and education. Learn about the importance of child care as early education and the role of technology in education. Discover the significance of leadership, strategic planning, and professional development in improving child care services. Understand the codes of ethics and the benefits of collaboration and mentoring in the field. Gain insights into self-review and quality improvement in early childhood services.

RUNNING HEAD: EARLY CHILDHOOD CARE AND EDUCATION
EARLY CHILDHOOD CARE AND EDUCATION
Name of Student
Name of University
Author note

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CHCPRP003 Written Answers
Response to question 4:
The first trend closely adheres to the thought that ‘Child Care is Early Education’.
Nowadays, caring for the young children is not just babysitting. Child-care institutions have
nowadays transformed to early education centres. The young toddlers are tangled with
the early learning, which these centres makes it easy for them. The trend shows that these
learning centres are established in order to fulfil the high parent, school expectations. As
shown by researches that children are capable of learning important things from a very early
age remains a fact (Palaiologou 2016). That is why, in order to adapt to social demands and
sociocultural changes – these children centres transformed to early education centres. The
centres offer formal early age educational curriculum and the staffs working in this early
learning framework receive prolific training in educational strategies for pre-schoolers.
Technology driven education is a new trend and it has eased the transmission of
knowledge across all groups. All because children are more attracted to colours, visual and
auditory stimuli – audio-visual education is a very good option for teaching them (Jacob,
Decker and Lugg 2016). These facilities provide video streaming sessions, audio video
mediated classroom activities, throughout the day to the children (Taggart 2016). The
providers take regular photos of the children and send them to their parents via a daily post or
in form of online weekly blogs and electronic newsletters parents and even exchange emails
with the parents. The technology allows parents and the providers to stay in close touch and
interact collaboratively for betterment of their youngsters (Barsky 2019). A fail-safe child
Care is expected nowadays and every child care providers are constantly assessing the
immediate environment (Care, 2015) of the children to protect them from any dangers.
Elevated security regarding picking of children from the school and the need for increased

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background checks along with screenings has become important for the service providers,
staffs and educator to increase children safety.
Response to question 5:
Firstly, a strong leadership enhances the capacity of a Quality Improvement
Leadership to act efficiently with the partnership board, the partnership staffs and the child-
care providers. This is required to provide a ‘top quality’ child care service. The partnerships
board focuses persistently on the quality improvement parameters to get the donations and
primarily, to make the children’s stay in the center, a meaningful experience (Lim 2015). A
friendly competition between the providers and the educators is a distinct motivational drive.
The successful partnership in terms of educator- child, child-child, educator-educator comes
from the sense of equity and when practiced in a pragmatic sense (Shapiro and Stefkovich
2016). The practice of equity, self-awareness, compassion and empathic relationship building
with children and my peer is something that I always looked forward to and taking a self-
responsibility is the first step to leadership.
Secondly, a strategic planning is the next cardinal step that follows the leadership
idea. This phase of QIP will help improve my multifaceted approach skills that are required
to address complex situations in a preplanned way (Björklund and Barendregt 2016). This
phase set the goals and the step-wise procedure to achieve the laid plans and objectives.
Since, the beginning of my career – I had been a deduction thinker and I preferred taking
propositions from my peers and seniors while strategizing for a child care program for my
center.
Thirdly, professional development programs and training session are critical. These
trainings are guided towards complete children centered methods. Observational, reflective
and an individualized approach to care for each children in an unique way. Communication,

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partnered education, multiple teaching types and assessment taking are the key areas that I
believe I can improve upon as an educator. As for QIP, the organizational head beside
looking after the children needs and educational needs – should also look after the economic
stability of its educators and try to enhance the whole situation. they hiring qualified teaching
staffs help develop quality. Working along with qualified and genuine peers helps the
reflective, interactive and observational skill development of the other educators.
Finally, partnerships are greatly enhancing quality of the child care in each of the
communities. Partnering with community members, social workers, experienced teachers - is
an important strategy and is the cardinal provision of a quality child care. A better
communication and understand between the educators comes from active listening, problem
solving skills and empathy building exercises must be used to stimulate a partnered decision
making. A culturally safe education practice would help the children to adhere to their own
cultured while respecting the culture of others. The educators should be first interacting with
the parents in a culturally competent manner in order to facilitate the same. Hence, a
communication and cultural training is pertinent to the quality improvement plan.
Response to question 6:
A). My intercultural communication needs have to be addressed so that I can contribute
competently to the new child care trends.
B). The codes of Ethics also known as Codes of Practice provides the ethically correct
guidelines for us to follow, as educators. Codes provide the general principles for a specific,
verifiable, justifiable child care practice and these quotes also provide the tools to monitor,
check and evaluate the educator’s daily practice.
I have always adhered to the Code of Ethics which sets up an appropriate behaviour to
be expected out of early education professionals. The standards and the code of ethics

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provide a reflective learning and educator training framework to improve child care service.
The framework provides a national consultation procedure to formulate the emerging
standards and values of the child care professionals of Australia. Early Childhood care in
Australia recognises the needs of Torres Strait Islander and aboriginal people to be more
culturally safe and nurturing. The Code of Ethics empowers the traditional techniques of
caring for their children. Being ethical means to be ethical about one’s daily actions and
being responsive to other’s wellness as well. The Code of Ethics identifies that the childhood
professionals should uses their position, trustworthiness and learned behaviours to affect the
children, colleagues, families and community as a whole. Hence, the professional
accountability becomes crucial. This Code tries to maintain a compliance with complex
issues of early childhood professionals at work. The standard guidelines encourage critical
reflection, professional behaviourism and the core principles to inform the individual and the
collective decision-taking. Code of Ethics built on tradition by the making of explicitly
ordained ethical responsibility in order to take equitable, justified decision when an unethical
practice happens. Code of Ethics has to be followed by each and every childhood
professionals working in early childhood environments.
As the code of ethics asks the educators to be ethically righteous and use critical
thinking, ethical judgement and problem solving skills to handle each child and their parents
astutely and harmoniously so as not to elicit disruption – it is equally important to train the
staffs on the ethical dilemma and problem solving attributes of a behaviour so as to co create
an effective learning environment for the children.
C). Every childhood professionals profit from the professional learning scopes provided by
collaborating with multi-disciplinary professionals to reach a common goal. The Early
childhood educators use their expertise to create a new knowledge base with ideas regarding
the children’s development and learning. The features of actual partnerships comprise of

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communication practices, a collaborative planning, pursuing the common goals. All the early
childhood educators must safeguard the best learning development opportunities for children
no matter how portentous or miniscule it is. Professionals recognize a need of collaboration
in order to reach their goals. Effective partnerships along with the professionals assure that
each child should receive holistic support to their developmental and learning needs.
There are many areas of service guideline for which a separate training should have
been imperative. My professional development so far has been experiential and reflective but
to meet the guidelines significantly, more experience and a disciplinary conduct are required
from my side.
D). Mentoring is described as the relationship that requires supporting, shaping, motivating,
encouraging and guiding with very purpose of assisting an educator to reach their true
potential. For a general agreement between these mentoring strategies - different
interpretations has been used to understand the mentoring relationship and its nature.
Traditionally mentoring is done by a more knowledgeable and experienced person who can
guide the new educator with new skills, values and techniques.
Alongside this cumulative commitment to the quality of care within the early
education, it has become relevant that the service providers should pragmatic mentoring
programs to develop educators in terms of NQS being met. There is a quite experienced
educational leader in our organization who trains and mentors the new educators.
E). Traditionally, the mentoring relationships should be informal and the mentees have the
choice to choose their own mentors or otherwise. However, the mentoring process has
become very associated with the preparation programs. The mentors gets assigned based on
their fields of expertise.

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My mentor can help me with a reflective practice and developmental mentoring
method help a mentor to interact with each individual educators in order to set the goals
linked to present professional and training needs, barriers or specialist interests. They also set
the strategies that enhance practice and knowledge related to the distinct roles and educator
responsibilities.
Response to Question 7:
The long term goal is to ideate towards a more convergent, disciplined and purposeful
strategic planner and become a potent educational planner. As for the students, I want to be
prolific analyst and child care expert who uses his reflective, intuitional, purposeful,
compassionate thought patterns to solve out disruptive incidents and prevent any of the same.
I need to take up communication, cultural trainings in order to develop cultural competency
towards a child centric teaching.
Response to question 8:
Implementing a self-review within the framework of Early Childhood Services is
important as it promotes reflective learning in the educators. The self-review is well
understandable and can be easily implemented and it is integral to a service. Self-review is
directed by the recognized and well comprehensive procedures for a purposeful gathering, an
analysis and information use. Perspectives of the managers, the educators, the children, the
parents are included in the self-review process and findings are critical for an improvement.
To expand the understanding along with the implementation of a self-review –
improvement of collecting, gathering and the use of an information in the self-review need a
professional development that develop their conception and application of the self-review
process.

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b) Twice a month, every fifteen days.
c) The self-review process questions an individual’s introspective nature, thus helping him to
introspect, comprehend and amend his internal thoughts with respect to his outer behaviour
and attitude towards child care.
Response to Question 9:
Quality Area 3 – Physical environment - Standard 3.2 Use The service environment
is inclusive, promotes competence and supports exploration and play-based learning.
I have been to a sand play program where I have been a supervisor. The children were
provided with toys for animal play while they crawled and made sand castles in the outdoor
environment. I promoted learning in the children by prompting and by continuously asking
them about what they are creating.
Element 3.2.1 Inclusive environmentOutdoor and indoor spaces are organised and adapted to
support every child's participation and to engage every child in quality experiences in both
built and natural environments.
There had been a program where the children role played as doctors and nurses while treating
their own parents in an indoor environment. I encouraged the ‘doctors’ to treat the problems
the ‘patients’ are presenting with and this is how, I praised their works – helping to protect
their esteem and addressing their belonging needs while they role played in a socio dramatic
play.
Response to Question 10:
Quality Area 5 – Relationships with children (Element 5.1.1 Positive educator to child
interactions Responsive and meaningful interactions build trusting relationships which
engage and support each child to feel secure, confident and included.)

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I want to become a good facilitator along with a good educator. Children have many needs
that often go unaddressed such as esteem needs, belonging needs, emotional needs and as an
educator, I plan improve my active listening, situational analysis and observational skills to
reach my goal.
I give myself a span of 1 year to become the same. I will evaluate myself with a self-
review.
Quality Area 6 – Collaborative partnerships with families and communities (Standard
6.2Collaborative partnerships Collaborative partnerships enhance children’s inclusion,
learning and wellbeing)
I want to be an effective culturally competent educator where I can address the children’s
individual needs in order to culturally enrich his or his life with the correct knowledge based
practice. There is a common dilemma that we face as educators that whether to talk in
English or in some official language or to talk with the child’s parent in their language. In
order to build positive and long term relationships with children and their parents – knowing
their language and speaking with them using the same is critical (Magnuson and Duncan
2016). I want to undergo training for the same as in intercultural communication and this I
plan to achieve in 1 and half years. I will evaluate myself with a self-review.
Response to Question 11:
4 legal parameters
Child to staff Ratios should be determined and maintained for a group of children going
outside. The educators must, with total integrity maintain the children and their family’s
confidentiality. Educator must be aware of the children’s health condition before taking the
medicines from their parents. Collecting the children from child care centre by anyone other

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than the child’s parents should be dealt by the educators in compliance with the legal
framework.
Response to PART B:
1) praise ‘Abana, you had been a great educator over these days and so far you are
doing pretty well. I know you are an astute learner and I want you know that forgetting is a
normal thing but the reason that might be leading to this needs to be addressed. Did you think
how this little clumsiness can cause the your well contrived plan to falter? If you can care for
other kids at work, you can address your own children that well. All you need is to balance
the time.”
2) I would tell her to make a time- table at first and put it on her wall so that she can see and
follow it every-day.
3) She is a single mother and I am sure she is has not done the mistake on purpose for she
was stressed due to some family issues. I will definitely be supportive to her as a mentor and
that is what my job is, to guide her through the tough situations.
4). I will do a qualitative assessment of my journals where I will observe and record her
behaviours every day.

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CHCECE024 Written Answers
Response to Question 1:
A socio dramatic play is the best option possible. The children will act as doctors and
nurses and their teachers and parents will be their patients. The children will be given
notepads, the medical toys to reciprocate what they have seen in the real clinics. This will
enhance their social skills, compassion and kindness for the play would improve their social
perception and how to respects the elders and community as in whole.
Response to Question 2:
Yes, the resources were adequate because it had the hands on toys that the children
could access and the environment had the real first aid boxes and human body charts in the
shelves and on the walls as well. This socio dramatic play was in accordance to Element 3.2.1
of EYLF -Outdoor and indoor spaces are organised and adapted to support every child's
participation and to engage every child in quality experiences in both built and natural
environments. It developed the children’s learning in an engaged way.
Response to Question 3:
I want to modify a room in my service with trees, animals and birds architecture – give it a
naturalistic look. The room will have soft toys of various animals and the walls will have blue
shades depicting water. This room will be appropriate for preschoolers – 3-5 age group.
Response to Question 4:
The modified the environment of the room to make it attractive to the children and to
make them inquisitive about nature.

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They started to browse through the tree architecture and exchanged exhilarant
glances. They touch the structures and asked many questions.
It promoted the children’s perception of environmental diversity and how flora and
fauna coexists balancing the nature (Palaiologou 2016).
The whole room related to natural environment, depicts a clear area in the forest with
trees around.
They did it delightfully.
The modification adheres to the outcomes of Quality area 3 of NQF.
Response to Question 5:
a. The questions are: 1. How you feel about your child’s new classroom? 2. How you think
the curriculum covers everything? 3. Do you want to add something new to curriculum
that you think is right for your child and other children? 4. Do you want to modify the
environment further? What suggestions do you have for us?
b. A parent said that he wanted more toys for the children which are bright in color.
c. I will write down in the feedback file and communicate that to the management to call for
a meeting so that we can discuss the prospect.
Response to Question 6:
a. I will ask them individually – 1. What did you like about the new classroom ? 2. What
did you dislike? 3. What do you want for extra to be added to room? 4. What do you
want to be removed from this room? 5. Is there something that is missing from this
room?

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b. I will write down their responses in a feedback file. I will write down in the feedback
file and communicate that to the management to call for a meeting so that we can
discuss the prospect.
Response to Question 7:
The philosophy of my service goes as – ‘We make children understand the value of
responsibilities, friendship, sharing and caring for each other.’ The outdoor environmental
play activities reflect on the same philosophy as we promote team work and empathy
building (Magnuson and Duncan 2016). The indoor socio dramatic activities promote the
same. All the areas of NQF and EYLF are taken into consideration.
Response to Question 8:
Outcome 1: While given the cultural toys and it was seen that they could identify the
toy dressed in their cultural clothes.
Outcome 2: in the doctor game, they contributed to their social world by imitating like
doctors.
Outcome 3: In a rough and tumble play, they held their friend’s hands tightly so as to protect
their friend and own selves from injury or falling.
Outcome 4: with each new level of the puzzle, the children learned by trial and error and
retained the learning.
Outcome 5: they communicated both verbally and non-verbally with their peers to succeed in
the treasure hunt.

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Planned experience format
Information requested Description
Child or group A sand play extended with natural things like
rocks and pebbles, branches and leaves. In
addition there will be toys.
Age of child or group 3- 5
Experience They will experience a naturalistic diversity, the
similarities and differences and they can create
something new out of it( suppose a sand castle
with trees around).
Observation record to support
experience choice
Date observed
A observation log and a reflective log will
be used.
The data observed will be written
explicitly.
Analysis A qualitative data analysis method will be
undertaken.
EYLF links NFQ Quality area 3
Objective The aim of the activity is to develop a
purposeful, meaningful, safe learning
environment for the child.
Materials required Sand , toys, natural elements.

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Planned experience format
Presentation of learning
environment
Outdoor
Role of educators The educators will be facilitating the whole
process, other than that – supervise the same
Continuity of learning Extended play will be conducted.
Continuity of transitions The complexity level will be raised gradually.
Response to Question 9:
a. The planned program will by the facilitators for - spontaneous interests arisen during
the experience, observed learning and any parallel thoughts involved in any child
while learning and interacting. The plan will consider the environmental or social
extensions required like involving the parents in the same. The positives and
drawbacks will be assessed from the findings.
b. The opinions of the parents and of the children will be recorded as well.
Response to Question 10:
Once, the methods are collected – they will undergo an inductive, reflective and deductive
analysis to be evaluated. Any bias will be eliminated so as not to affect the validity and
accuracy of the results.

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Response to Question 14:
While the children were engrossed in their sand play and animal play, I prompted and
asked them what they know about the things they are playing with. Moreover, I asked them
how are they feeling. Addressing their emotional and knowledge needs – I helped to co
construct a meaningful experience.
Response to Question 15:
a. By asking them open ended questions
b. By maintaining eye contact with them.
c. By helping them build the sand structures.
Response to Question 16:
The play activity promoted curiosity, confidence, cooperation, commitment, creativity,
enthusiasm, imagination, persistence, problem solving and reflexivity with the individual
sand structures they were asked to construct individually. This being a powerful projection
technique – their imagination were projected onto the castles.
Response to Question 17
The play therapy promoted problem solving, imaginative thinking, collective and
individual imagination as in whole and in a segregated manner as a pedagogical practice.
Response to Question 18:
planning – 1st week
resources and environmental modification – 2- 3rd week
play activity – 4th week
evaluation and analysis – 4th week

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extended play activity – 5th week
Response to Question 19:
Experience 1 – 5 days, the children learned cultural diversity.
Experience 2 – 2 days, learned social perception.
Experience 3- 2 days, was linked to NQF Quality area 2 and 3, improved environmental
diversity knowledge, risk taking and risk avoidance, social skills.
Experience 4- promoted critical thinking, problem solving, trial error learning, the colors and
shapes worked beautifully for the children
Experience 5 – 2 weeks, improved social skills, problem solving skills, collective
imagination, social interaction and social harmony. The partners were interchanged after
every two days.
Response to Question 20:
The child’s family was consulted after the activity for how the children discussed
about their experience at home. The positive and the negative aspects were noted and
evaluated.

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References
Barsky, A.E., 2019. Ethics and values in social work: An integrated approach for a
comprehensive curriculum. Oxford University Press.
Björklund, C. and Barendregt, W., 2016. Teachers’ pedagogical mathematical awareness in
Swedish early childhood education. Scandinavian journal of educational research, 60(3),
pp.359-377.
Care, K. B. E., 2015. Physical environment.
Farrell, A., Kagan, S.L. and Tisdall, E.K.M., 2016. Ethics in early childhood research. The
Sage handbook of early childhood research, pp.187-195.
Jacob, S., Decker, D.M. and Lugg, E.T., 2016. Ethics and law for school psychologists. John
Wiley & Sons.
Lim, C., 2015. Meaningful literacy: The significance of enriched learning
environments. Practically Primary, 20(2), pp.38.
Magnuson, K. and Duncan, G.J., 2016. Can early childhood interventions decrease inequality
of economic opportunity?. RSF: The Russell Sage Foundation Journal of the Social
Sciences, 2(2), pp.123-141.
Palaiologou, I., 2016. Teachers’ dispositions towards the role of digital devices in play-based
pedagogy in early childhood education. Early Years, 36(3), pp.305-321.
Palaiologou, I., 2016. Teachers’ dispositions towards the role of digital devices in play-based
pedagogy in early childhood education. Early Years, 36(3), pp.305-321.
Shapiro, J.P. and Stefkovich, J.A., 2016. Ethical leadership and decision making in
education: Applying theoretical perspectives to complex dilemmas. Routledge.

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Taggart, G., 2016. Compassionate pedagogy: The ethics of care in early childhood
professionalism. European Early Childhood Education Research Journal, 24(2), pp.173-185.
Warin, J. and Adriany, V., 2017. Gender flexible pedagogy in early childhood
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