CHCECE: Children's Services Activity 1 - Immunization & Case Studies

This assignment, focused on CHCECE Activity 1, addresses several key areas within children's services. It begins with an email to parents regarding childhood immunization, emphasizing its importance and providing links to government resources. Part B and C detail strategies for educators, including team member knowledge and the use of the National Quality Standard (NQS) video series to improve understanding of quality areas. Part D suggests special training sessions, while Part E explores the use of 'Stories of Assessment' to learn from other educators' experiences. Part F outlines strategies for coordinating services and building educator confidence. The assignment then presents three case studies exploring mistaken and unacceptable behaviors, providing educator responses and strategies for handling such situations. A subsequent case study focuses on conflict resolution between children using the five-finger formula. Finally, the assignment analyzes an educator's inappropriate response to a situation involving children and presents alternative, more effective approaches. Assessment Task 3 analyzes a child's behavior, explores potential reasons, and discusses the impact of this behavior.

CHILDREN SERVICE
CHCECE

ACTIVITY 1
Immunization Information Email
Dear Parents!
Hope you find this mail in the best of your spirits!
I am writing this email to inform you about various aspects of childhood Immunisation. It
is highly crucial for parents to understand that immunisation is one of the most simple and
effective measures to protect your child from specific diseases. It basically functions to trigger
the immune system in the right direction to fight out certain ailments, and hence such children or
adults are made capable to effectively fight against these diseases. Hence, this is one of the
prevention tools, highly safe in nature and make the immune system capable to effectively
respond to specific kind of infections or diseases.
In order to access information in relation to immunisation government can go through the
official websites of government which have sections on all the information related to
immunisation. In the event your child has not been vaccinated against some of the specific
ailments, it important you report the same. Hence, it is required by the parents to disclose the
immunisation status of their child in the enrolment form. Moreover, it shall be ensured that the
status is updated till the date of filing the form.
Lastly, in the event any of the parents decide not to get their child immunised, such
children shall be excluded from being in the centre, if there is a outbreak of an infectious disease.
Regards
TMG
PART B
This shall ensure each of the member selected for the visit is well equipped with relevant
knowledge and is appraised with the best of all the practices to handle the concerned situations.
It shall ensure a high standard of services, which are highly efficient in nature. Moreover, this
shall also satisfy the needs and requirements of families who have a better understanding of these
services and have a habit of undertaking informed decisions. The educators with the assistance of
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this guide shall be enabled to appraise themselves with specific knowledge over certain subjects
and all the practices they either need to adopt or modify to completely abide by all the set
standards.
PART C
The National Quality Standard (NQS) video series shall further assist the educators in
exploring and understanding the different Quality Areas which are encompassed within the NQS.
There are about 58 elements in the series and with the assistance of this series the educators shall
be able to understand the different aspects of improvement plans, policies, best practices and so
on, in relation to their respective quality area. They shall further be appraised with the fact that it
is crucial to build a responsive as well as sensitive relation with the child, in order to support
them at various stages of interaction.
PART D
Another strategy which the Director could adopt in order to enhance the effectiveness of
the entire process is that of providing them with special training sessions. This shall enable them
to interact them with others and solve their queries.
PART E
With the assistance of 'Stories of Assessment' the educators shall be able to read about
various experiences which other educators have gone through. Further, they shall be able to
understand the manner in which different situations and circumstances can be handled, and the
response of all the participants. The quality of services being provided shall be positively
influenced and a sense of confidence shall be developed prior to the visit. Thus, the educators
could be fully prepared with a holistic and comprehensive approach towards management of
various elements.
PART F
In order to effectively coordinate the services for visit and ensure confidence among the
team members, Kate may implement the following strategies:
 Every educator shall be made to undergo Early Years Learning Framework (EYLF)
through different training sessions.
 Every educator shall be required to make a self assessment of the services being provided
by them, and assess it against the NQS as well as other regulators. This shall enable the
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educators to be informed about their quality of services and stay confident before the
visit.
 Kate shall also assure keeping the educators informed about all the relevant information
and keep them updated.
 Special sessions shall be conducted for discussing all the points of concern and other
agendas which may interest the educators as well as enhance their involvement.
 A review of NQS shall also be presented in connection to the manner the authorized
officer is going to undertake the process of assessment. This shall prepare the educators
with everything which they shall expect and be confident to face the varied situations.
CASE STUDY I
PART A
i. George's reaction can be characterized as mistaken behaviour which implies that the
reaction was completely unintentional. This is one of the ways children show their power and the
need to seek attention of the people around them.
ii. As an educator I shall not make any reaction to such a behaviour. No eye contract shall
be made or give any attention which the child is seeking. Hence, a ignoring behaviour shall be
adopted.
iii. This shall ensure that the child is not encourage to draw the attention of surrounding
people in this manner, or show his frustration and power in the form of such words.
PART B
i. The reaction of Tom can be characterized as unacceptable behaviour, as it has caused
harm to others.
ii. In such a case I shall act as a reporter and acknowledge happening of something
wrong. Further, Tom shall be made to understand his limits and inform him about his wrong
behaviour.
iii. In such a situation it is important to make the children understand that they are wrong
in their ways and need to improve. A clear classification of right and wrong shall be established.
PART C
i. The fact that Imran has been behaving in this manner for no apparent reason it shall be
characterized as mistaken behaviour.
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ii. In order to deal with this situation I shall not punish Imran, rather adopt a guidance
approach to make him understand the other ways of behaving and undertaking healthy
interaction with others.
iii. This shall ensure an improvement in Imran as punishing him would not inform him
about the other alternatives which are available with him. Hence, he shall be guided to direct him
in a correct manner.
CASE STUDY 2
In order to resolve the conflict situation between Paki and Lewis, I shall assist the
children in application of the five finger formula in order to resolve their conflict situation:
Step 1. Thumb
Since both the children are yelling at each other, I shall insist them to calm down by
taking deep breadth or drawing a picture representing their feeling at the moment. Since both of
them are playing in sandpit, I can also ask them to make a quick sculpture.
Step 2. Pointer
Once both Paki and Lewis calm down, I shall talk out the issue with each one of them,
and give them opportunity to explain their side of the story. Further, a corrective behaviour shall
be adopted be me to and not harp about the wrong each one of them have done.
Step 3. Tall Guy
The children shall be made to brainstorm to develop a suitable solution under my
guidance. It shall be preferred if both of them are able to deduce a way to resolve, however, in
the event they are not able to do so I shall suggest them ways to resolve the issue and reach to an
agreement.
Step 4. Ringer
It shall be ensured that an agreement is reached by both the children, and I stay neutral in
my stand. If both of them agree to a solution, I shall not intervene even if it is against my belief.
This may prove to be more beneficial for them and encourage this habit of evolving their own
measures of resolutions.
Step 5. Pinky
The implementation of the resolution shall be monitored and if required positively
reinforced to realize suitable results. Guidance talks with each one or both of them is also
preferable.
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CASE STUDY 3
PART A
1. Firstly, the usage of words and the conclusion as to someone has intentionally knocked
down the chairs was inappropriate.
2. Secondly, directly punishing Inaam without knowing what has happened and who exactly
was wrong in the situation.
3. Ignoring the communication made by Inaam that it wasnt him who was wrong.
4. Further, letting Inaam go after he said sorry and not understanding the crux of this
problem.
5. It is important for the educators to understand that children learn from the manner they
handle different situations. Here the approach of educator was completely in appropriate,
as it was required of them to understand the facts of the issue and guide the children to
resolve the issue. However, the educator decided to skip all these steps and directly
punish. The children from this approach would not be able to know the correct way of
resolving such situations.
PART B
1. The girls would have learnt that it is fine to be aggressive in situations which are not
favourable.
2. Just saying a sorry shall enable them to rescue out of punishments, and they need not
explain why did they act in a particular manner.
3. Resolution of conflict situations is just to punish any of the persons who have or have not
committed the wrong.
PART C
The educator should have intervened in the situation and :
1. let the girls calm down by taking a deep breadth or diverting their minds.
2. Listen to what all of them had to say about the problem. Each one of them would be
given equal opportunity to present their side of the case.
3. Further, the tree of them would be required to brainstorm to find an effective solution for
the actual problem. The educators shall not preferably intervene.
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4. A neutral stand shall be maintained by the educator and it shall be assured by him that all
the people involved in the conflict situation agree to the stipulated solution.
5. The solution shall be implemented under the monitoring of educator and it shall be
reinforced in a correct manner if and when required. Even if certain friction can be felt
from the side of any one of them at this stage, the educator shall speak to that girl and sort
out the issue.
ASSESSMENT TASK 3
Interpretation of Observations
Behaviour
Jonty behaves in a peculiar manner:
 when interacting with his peers and educators;
 when exercising his poor motor skills and fail to not achieve desired results;
 while undertaking the routine activities of eating food or handling the cutlery; and
However, he acts very normally with: younger kids like Tom, who he thinks like him.
Reasons for Behaviour
Some of the primary reasons behind the behaviour of Jonty are:
 Loneliness and lack of attention from the his parents, which has increased the stress
level.
 The fact that he is generally surrounded by people from different age group has also
impacted his behaviour. For instance, being around older people has developed a need to
behave in an independent manner and not taking help from others.
 The cultural practices being followed around him have also impacted him largely, and
made him weak and vulnerable from inside. The constant stress and high temperament has made him an aggressive person, who does
not want to listen to anyone.
Impact of his Behaviour
The manner in which Jonty acts in different situations has made the following impacts:
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 Due to the rebellious and aggressive behaviour of Jonty, a very negative impact is made
on the surrounding children. For instance when intended to held Kate with his lake in the
sandpit, she was hit by Jonty. This shall discourage her to held anyone.
 The environment around her always stays silent and intense. Hence, he does not have
may friends. None of the learning programs can be successful as Jonty is never interested in learning
anything from others.
Assumed Reasons for Behaviour
The kind of behaviour which Jonty shows, it can be also be inferred that
 He is extremely sad and frustrated from inside and is longing for love and attention from
his family. This can be evidenced from the fact that he makes Tom smile and plays with
him very cautiously is because it is believed by him that Tom like him.
 He is not able to do what he actually likes and is not aloud to freely exercise what he is
actually good at. He feels that he is devoid of any support from his surroundings and no one helps him.
Activities enjoyed by Jonty
 Playing and spending time with Tom, a 8 months old child;
 He also enjoys spending time people older to him; He was enjoying the making a lake in the sandpit.
Challenging roles for Jonty
 Handling scissors and cutting the paper in a proper circular shape posed to be a challenge,
and eating food with spoon and folk posed to another challenge for him.
Behaviour Plan
Child's Name: Jonty Age: 3 years 6 months
Student Date:
Long Term Goal
In pursuance to implementation of this behaviour plan it is aimed that Jonty shall be able to
like himself and his parent to always stay happy. He is able to make the best out oh his abilities
and is made capable to overcome his weakness. Further, it is also desirable for him to be
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surrounded by people who share similar interests and enable him to enjoy the life.
Short Term Goal 1
Increase his interaction with people of his age and behave normally with them.
Strategies: In order to ensure the same Jonty shall be made to go through counselling sessions
wherein he will be made to interact with people who are of his age and make him feel liked.
Moreover, they shall be around him and help with various things.
Short Term Goal 2
Enable him to understand his weakness and ways to fight the same.
Activities and Strategies: In order to achieve this goal, Jones shall be allotted with tasks which
he has often failed at. An approach of self learning shall be encouraged considering nature.
Hence, another person shall be given the same task who shall act in the manner Jonty behaves
for the initial minutes and then come with a solution to solve the same. Through this manner
Jonty shall be made to understand how to find solutions to different problems.
DEVELOPING FUNDAMENTAL MOVEMENT SKILLS EXPERIENCE
Goal: The primary goal is to make Jonty more
interactive and positive in his approach
towards life.
Link to EYLF Outcome: This shall secure
respectful and reciprocal relationships.
Learning Activities Chosen Rationale for the choice
Warm Up
1. Jonty shall be narrated stories with moral
conclusions.
2. He shall be made to bend and stretch.
1. This shall enable him to understand different
perspectives of life and
2. Activities shall enable him to acquire
balance both in a static and dynamic manner.
Games
1. Running, jumping or side leaping
2. Bouncing, Dribbling and Lifting
1. This shall enable the child to achieve a
balance in complicated movements.
2. This enables the child to handle different
objects in a proper manner
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Cool Down
1. Curling, Twisting and Turning
2. Visualization
1. This shall develop a dynamic balance in all
the skills and activities which are performed by
the child throughput the day.
2. This shall slow down the imaginations in
mind and enable them to release negative
thoughts.
GROUP EXPERIENCE PLAN
Age of Children: 3 – 6 years Group Size: Small
Learning Outcome (Goal): This shall ensure a
cognitive development of children as well as
enable to explore the surroundings in an
effective manner.
Linking to EYLF Outcome: Children shall
develop the emerging autonomy and resilience.
Rationale: This shall enable the children to
experience the world of enthusiasm and enable
a holistic development for their mind.
Time: Location: Indoors and Routine Tasks
Resources: Plastic tools, books, scissors,
brushes, puzzle and block games.
Transition Strategy: All the concerned
children shall be gathered and be presented
with all the possible resources available. Then
some of the volunteers shall be installed at
distant places to undertake each of the
activities, looking at which the children are
likely to pick up their choice of activity.
Description of Procedure:
 The process shall be commenced with
gathering all the children in a specific
Teaching Strategies/Adult's Role:
 Modelling and playing alongside shall
the primary approaches which shall be
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manner and introducing them the
activities which they are going to
indulge in.
 Then all the children shall be gathered
in the activity room where all the
resources and tool have been presented.
 Further, the presentation of all the tools
and elements shall be done in an
attractive manner, along with
descriptive posters.
 In addition, volunteers shall be installed
in different corners of room,
demonstrating the manner in which
each of the activities shall be
undertaken.
 Once all the children have picked up
their choice of elements, they shall be
assisted to pursue the same. All the
activities shall be monitored at all
times.
applied.
 There shall be many educators present
in the room to ensure engagement of
the children in the activities. Moreover,
all the elements shall be presented in
different colours and cartoon
characters so as to keep them all
engaged for a longer period of time.
Response to each of the pictures
Hermit Crab live in shell?
They have a soft and extremely fragile abdomens. Hence, to protect themselves they need
to wear shells.
Where's the Spider's eyes and mouth?
Mouth is located below the eyes and a spider has eight eyes.
What's that?
It is a butterfly.
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23. Response to case studies
Educator Response Reason
'Mummy has left' This shall improve the child's
grammar.
'His feet are all muddy' This shall enable the child to
develop proper sentences.
'Benita, that is a dog' This shall enable Benita to
recognize different animals
and distinguish between them
24. Phonological Awareness
Skills Educator's strategies
Listening They shall be made to listen a series of sounds,
and shall be supported to differentiate between
each of them.
Rhyming Making them repeat songs and poems
Alliteration Encourage their participation in such stories
and rhymes which have alliterative text.
Sentences and words Monitoring them while speaking and
correcting each mistake by clearly
communicating them.
Syllables They shall be made to identify syllables in
daily routine.
25. Benefits to Children
This enhances their speaking and interacting skills. They shall be empowered to clearly
communicate their feelings.
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