Dahlberg & Moss’s (2005)

Dahlberg & Moss define ethics as a practical matter that involves thinking about everyday actions and decisions, which can be individually or collectively and then response with respect for all concerned.

Ethical Dilemma

Decision making is difficult because there can be different solutions or responses to a situation, each of them might be appropriate.

Strategies to use when working through an ethical dilemma.

1. Explore the issue.

2. Reflect on the issue from different perspectives

3. Consider your moral and legal obligations to each paty.

4. Refer to the ECA Code of Ethics to gain some insight into how you might address the dilemma.

Ten(10) examples of legislation Early Childhood (EC) services

As well as the National Law and the National Regulations, Early Childhood (EC) services and employees must also comply with other legislation. Ten(10) examples of legislation that applies to EC services and you in your role as educator.

1. Child protection   2. Family law (for custody orders, etc)

3. Child support (for Child Care Benefit, etc) 4. Human rights and anti-discrimination

5. Work health and safety 6. Public health (for the Immunization Register, etc)

7. Privacy and personal information protection   8. Food safety

9. Fire safety regulations and standards

10. Employment (Such as the Fair Work Act 2009)

What are the four (4) components of the NQF?

Early Childhood Education and Care services are a highly regulated industry working within the National Quality Framework (NQF).

 

What are the four (4) components of the NQF?

 

1. The Education and Care Services National Law Act 2010 (VIC)(National Law)

2. The Education and Care Services National Regulations 2011 (Regulations)

3. The National Quality Standard for Early Childhood Education and care (2011)(NQS)

4. The Early Years Learning Framework (2009)(EYLF)

Activities and experiences enjoyed by the child

Child’s Interests Enjoys: ·         dinosaurs ·         sea life ·         books ·         fishing with Pop ·         younger children Gross Motor: ·         Climbs, runs, jumps, kicks ball with skill ·         Agile – runs around objects ·         Good balance ·         Catches big ball Cognitive skill- like solving puzzles. ·           ·         Matches shape/colour ·         Matches one to one ·         Counts to ten ·         Concepts – same/different ·         Sorts objects ·         Plays guessing games Concentrates well on self selected tasks ·         Curious-investigates eg. water and sand ·         Uses symbols eg. “writes” name ·         Uses trial and error to solve puzzle ·         Good memory – facts about dinosaurs, recalls Stories

Activities, experiences, routines which pose a challenge for the child. Mention two (2) points.

Fine Motor: ·         Poor scissor skills ·         Uncontrolled use of brush ·         No dominant hand ·         Poor eye hand co-ordination ·         Stacks blocks   Self Help Development Independent, refuses adult help, poor co-ordination and fine motor skills influencing development of self help skills– likes to help with babies/toddlers care. ·         Difficulty with cutlery – uses fingers

Mistaken Behaviour’ developed by Gartrell (2004)

Gartrell (2004) argues that labeling behavior as misbehavior infer the child willfully behaved in an unacceptable manner and deserves punishment. He argues that regarding the behavior as mistaken behavior instead places behavior in the context of incomplete development of a school skills.to support this idea, Gartrell argues that if a child makes a cognitive or language error, educators will use their professional knowledge and appropriate learning strategies to guide the child towards developing an understanding or skill. For example, you would never consider punishing a child who says his foots are all muddy. It follows that a child who behaves mistakenly in an attempt to solve a problem or conflict should not be punished, but rather guided towards learning appropriate behavior.

The ten levels of the Guidance Continuum

The ten levels of the Guidance Continuum 

1.      Ignore : Let children sort it out for themselves. This options should be apply only if children are safe and will benefit from trying to resolve problem by themselves.

2.      Listen and watch: Make sure you hear what children are saying. Become aware of the problem. Make sure children see you are watching and available.

3.      Act as a reporter: I see that you worked out your argument. Well done!” Say what you see and hear.

4.      Step in/ Set limits: Educators can help children to understand what behavior are acceptable and not by clear and appropriate explanation.

5.      Ask Question: Is there a problem? How do you feel about that? What can I do to help? Can you tell me what’s happening?’ Why are you arguing and upset?

6.      Brainstorm: Encourage children to say what to do.

7.      Offer ideas: You could get another hammer and work together.

8.      Offer a choice: You can put your things away now and hear our story.

9.      Take action alongside: Lets talk about what you can do so this won’t happen again.

10.   Do it yourself: Take command and tell the children what to do.

Prepare a one-page flyer for open-day at the new centre

Prepare a one-page flyer to invite prospective parents and other interested members of the community to attend an open-day at the new centre.

Think about how you might attract interest and what information you will include on your flyer.

Use the ‘Open Day Flyer ‘Template or design your own

Open Day Flyer

Date /time        : 29/08/2018 9:00 am to 11:00 am Venue details   : Park Road, Centre office RSVP before 20th August Please bring along your child to attend an open day at the new centre. Lot of fun to discover and enjoy your day. Fun Filled Activity ·        Face painting ·        Hena and art work ·        Balloons in the air. What service has to offer? A day long service care to your child with utmost importance given to overall child development , learning and growth. A vision for child care is to develop future for tomorrow so we have right training program included in our child care to support development activity. Come along to explore more. Thanks.

Math Planning Experience Task

To complete this task you must: use the ‘Experience Planning’ Template.

Maths Learning Experiences
Learning Concept: Number sense is a vital skill for young children to learn.  They learn mathematics through counting, taking away, adding, and counting again		Age Group: 2-3years
Link to EYLF Learning Outcome Learning Outcome 4: Children are confident and involved learners 4.1 Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity	Goal   Beginning work with math manipulatives such as counters, Legos, or counting bears will help a child develop number sense.
Rationale: Touching objects with their hands helps them to connect the number they are counting with the amount of objects that they feel and see Correlating objects with counting is a great start to math work in the home or preschool.  This shows an understanding of place value while using manipulatives before written computations are even introduced.
Resources: ·                  Print out sheet with boxes with number aligned vertically ·                  Bears toys with different colours.
How will resources be set up/presented? ·        Floor soft mat ·        One math sheet per child ·        Place printed sheet on this soft mat. ·        Group of 5 children with each sheet and bear sets
Language (Vocabulary and Questions) to provoke and/or promote children’s learning. Asking probing questions can help a child learn during play as well:  “Can you show me 5 bears?”  “How do you know that is 8 bears?”  “Could you count it and show me?” “Tell me about what you’re building.”  “How else can I use counting bears?” Reference: https://hiphomeschoolmoms.com/preschool-math-counting-bears-free-printable/

CHCECE017 Foster the holistic development and wellbeing of the child in Early Childhood

Let the Children Play, http://progressiveearlychildhoodeducation.blogspot.com/

Fine Motor Experiences for Toddlers
Experience	Materials	Rationale
Poking straws into holes.	Straws	Improve eye hand coordination
Roll play dough/clay between fingers to make balls	Clay	Improve finger and palm movement , strengthen finger muscles.
Peg dolls clothes on a line	Doll	Improve eye hand coordination.
Fine Motor Experiences for Pre-schoolers
Experience	Materials	Rationale
Games with a hole puncher or stapler Punch hole around stripes of thin card or greeting cards or staple together papers to make small books	Stapler or hole puncher	Using this it allows better eye to hand coordination. Ensure accuracy.
Game to cut the picture size	Scissors	Given a magazine and ask to cut the characters or logo to precise shape and stick to create art work. This will improve eye to hand coordination. Involve creativity and intentional teaching.
Game with thong Catch a fish, in a container of water	Thong and sponge	This will allow eye to hand coordination and involve focus and concentration.