Case Studies in Early Childhood Education: CHCECE006 and CHCECE002

This document provides a comprehensive analysis of several case studies relevant to early childhood education. The first part focuses on a video observation of a child named Mason, analyzing his behaviour, the environmental factors influencing it, and the effectiveness of different intervention strategies. It includes a running record template and answers questions about the environment's impact and the efficacy of carer strategies. The second part presents four distinct case studies addressing various scenarios, including an unauthorized person picking up a child, a child's refusal to wear appropriate clothing, a child with viral gastroenteritis, and a child's injury. For each case, the document provides detailed responses, including suggested actions, strategies for preventing infection spread, and completion of an incident, injury, and trauma record. The document also includes references to relevant literature and guidelines, providing a well-rounded approach to understanding and addressing challenges in early childhood settings.

Assessment Task: Case study [CHCECE006]
https://youtu.be/hLK3ui2m61U
Behaviour Observation Template
Use the running record template to provide a detailed, factual description of Mason’s
behaviour during the video.
When recording items note the time indicated on the video.
The first two observations have been filled in as guidance.
Time Observation
0.00 At commencement of video Mason is kneeling on the floor, obviously
distressed.
0.08 Mason lies on floor. Carer gently restrains his legs. Mason gets angry and
starts to kick out.
0.26 Mason is consistently crying and is hesitating to behave properly.
0.42 Mason denies from taking a deep breath.
0.52 Mason is calmly crying sitting on the lap of the carer.
0.57 The carer talks to another child stating that it not his turn, since it was Mark’s
turn and Mason had to give up his turn.
1.13 The carer asked Mason whether she should put Mason’s name on the list for
the afternoon activities, Mason says no to that.
1.28 Mason thinks that he has to wait for a long time before his turn comes.
1.49 The carer asked to Mason that does he want to do some group activity with
the carer before his turn comes. Mason says no.
2.02 Mason agrees to draw an aeroplane and cut it to fly.
Answer the following questions:
1. Do you think the environment has contributed to Mason’s behaviour? Explain your
answer.
Yes, the environment was very noisy as there were several children, so it was
building stress in Mason. Also, different children were waiting for their turn, and
since Mason gave up his chance to do the activity, that is why, he did not want to
wait for a long time.
2. The worker uses several strategies to support Mason. What are two strategies that
work well?
The two main strategy used by the worker are-
 Worker tried to calmly take care of Mason, trying to calm him down.
 Secondly, she consulted Mason what other activity he would like to do.

3. What were two strategies that did not work well? Explain your answer.
The only strategy which did not work well was that, the carer tried to ask Mason
whether he would participate in the afternoon activities, Mason got irritated and
started crying replying no to the afternoon activity.
4. As an outside observer, what are two different strategies that you would
recommend to help to support Mason’s behaviour when he needs to take turns?
The two strategies which would help to support Mason’s behaviour when he needs
to take turns are –
 Whenever Mason becomes calm and tries to behave normally, he should
be praised. Also he should be praised when he shows good progress in the
activities.
 Behavioural incentives should also be used to support Mason’s
behaviours.
Student
signature
:
Date:
Assessment Task: Case studies [CHCECE002]
CASE STUDY 1: ADDISON’S FATHER
Normally Addison’s mother comes to pick her up each afternoon at 4pm.
Today a man you have never seen before arrives at 2:30pm and says he has come to pick
up Addison. When Addison sees him, she runs up to him shouting, “Uncle Andrew! Uncle
Andrew!”
The man picks her up and gives her a big hug.
In this situation, what would you do and why? Explain all the steps you would take in this
situation.
I would stop Addison from going to the unknown person even if Addison knows him as Mr.
Andrew.
I would ask the unknown person for identity and as a proof I will keep a Xerox of the
person’s identity card.
Lastly, I would ask the unknown person to clarify his identity by contacting Addison’s
parents, whether they know him or not.

CASE STUDY 2: HARRY’S HAT
Harry’s service has a policy that all children must wear wide-brimmed hats when playing
outside.
It was Harry’s birthday yesterday and his father gave him a New York Yankees baseball
cap, which he brought him back from his business trip to the USA.
Harry arrives proudly wearing his cap. He tells you all about the New York Yankees and
his favourite players.
When it comes time for outside play, he refuses to replace his cap with his wide-brimmed
hat.
What could you do so that Harry is suitably dressed for outside play, but still respect his
feelings? Suggest two options.
1. First, I would try to use the strategy of behavioural incentive, since it is Harry’s
birthday.
2. Secondly, I would ask Harry to keep wearing the baseball cap which he has been
gifted. I will ask him to just tie the wide brimmed hat behind his neck.
CASE STUDY 3: REBECCA IS UNWELL
Rebecca has been unwell with stomach pains and several bouts of diarrhoea. She has
vomited over herself and on the bathroom floor.
Rebecca’s mother has been contacted but she cannot get to the service to pick her up for
another hour. There is no one else to pick her up in the meantime.
Rebecca is the third child to show these symptoms – two children have stayed at home
today with nausea and diarrhoea.
a) What are three things that must be done while helping Rebecca to get cleaned up
and comfortable to minimise the spread of infection?
1. I will make Rebecca drink a lot of water to keep her hydrated.
2. I will keep her in a closed room to prevent the spread of the infection.
3. I will make her hand washed with soap and water to keep her hand hygienic.
b) What are three things that educators must ensure with the other children in the
service to prevent spread of infection?
1. The children should be provided with face masks.
2. They should be kept at a safe distance away from Rebecca.
3. Since Rebecca is the third child to show similar symptoms of nausea and
diarrhoea like the other two children, it is necessary that their parents should be
advised to make them see a doctor.
c) What should the service advise families to do to minimise the spread of infection in
the service? Suggest at least three things.
1. The service should advise the families to keep the children hygienic.
2. The families should also keep a track of what the children are eating; whether they
are eating some food from a dirty place or not.
3. Since Rebecca is the third child to show similar symptoms of nausea and

diarrhoea like the other two children, it is necessary that their parents should be
advised to make them see a doctor.
d) It has been confirmed by Rebecca’s doctor that she has viral gastroenteritis. Look up
the NHMRC Guidelines Staying Healthy – Preventing infectious diseases in early
childhood education and care services to find out when Rebecca may come back to
the service.
It has been seen that the symptoms of viral gastroenteritis last for one or two days if the
condition is mild. But if the condition is severe, then the condition will last for ten long
days.
CASE STUDY 4: PETER AMAD HURTS HIS HAND
Today Peter Amad, who is three years old, is playing outside and cuts himself on a piece
of broken glass that he finds hidden under the trees. You and Cathy (another educator)
witness the injury.
The cut is to his right hand on the palm. The cut is quite superficial and is bleeding a little.
Cathy cleans and disinfects the cut and puts on a band aid. You remove the glass and
check the outdoor area to make sure there are no more hazards.
Complete the following incident, injury, and trauma record. Some information has been
completed for you already.
INCIDENT, INJURY, TRAUMA RECORD
Surname: Amad Given name: Peter
Date of birth: 1 March 20XX Age: 3 years old
Room: Blue
Incident/injury/trauma details
Circumstances leading to the incident/injury/trauma:
Peter Amad got injury in his right palm as a result of a broken glass which was hidden
under the trees.
Products or structures involved:
Pieces of broken glass, dust and pathogens which are mixed with the soil.
Location:
Time 10.00 am/pm Date: 13/12/19
Name of witness:
Cathy Biggles
Witness Signature: Date: 13/12/19
Cathy Biggles

Nature of injury:
Show what part of the body is involved by drawing a red circle.
Tick the type of injury.
Abrasion, scrape
Bite
Broken bone/fracture
Bruise
Burn
Concussion
Cut
Rash
Sprain
Swelling
Other (please specify)
Details of action taken, including first aid and administration of medication.
The broken glass was removed from the right palm. Then, the injured or the position of the
right hand where there is a cut was cleaned and then disinfected. Later a band aid was
applied to the injured place.
Medical person contacted: No medical person was contacted during the scenario. It was
the educators who took care of Peter’s injury and managed the whole situation.
If yes provide details:
Recommendations to prevent similar incident happening again (if applicable):
 The place where children are supposed to play should always be checked twice for
any harmful hazard that can harm the child before the children are allowed to play.
 A medical supervisor should always be present or any child carer who will keep a
constant check on the child.
Details of person completing this record:
Name: Signature:
Time record was made: am/pm Date record made: 13/12/19
Notifications
Parent/guardian: Time am/pm Date:
Director/Manager: Time am/pm Date:
Regulatory authority (if applicable): Time am/pm Date:
Source: Adapted from ACECQA Incident, injury, trauma and illness record
http://files.acecqa.gov.au/files/Templates/1-Incident,%20injury,20%trauma%20and%20illness

%20record%20word%20version.pdf
References
Coronado, P.F., 2017. Adaptive Play: A Place of Healing & Learning (Doctoral dissertation).
Moore, R.C., 2017. Childhood's domain: Play and place in child development. Routledge.
Nilsson, M., Ferholt, B. and Lecusay, R., 2018. ‘The playing-exploring child’: Reconceptualizing the
relationship between play and learning in early childhood education. Contemporary Issues in Early
Childhood, 19(3), pp.231-245.
Singer, E., 2017. Child-care and the psychology of development. Routledge.
Woerner, A. and Ritz, N., 2013. Infections in children treated with biological agents. The Pediatric infectious
disease journal, 32(3), pp.284-288.