Early Childhood Education And Care: Assessment Answer

Answer:

Introduction:

Setting Katherine Into Care

  1. a) Amanda has enrolled her 10 months old baby Katherine to the day care center. Therefore, she is tensed about the fact that how her little baby will cope with the day care environment and the care workers. Thus, she would be talked nicely about the day care plan and how safe the place is for her little baby. She has enrolled her babies, Katherine and Joel for two days a week, Tuesday and Thursday. Thus, the day care plan for the 0-2 years’ old babies would be shown to her for her better understanding. The staff will assure her that her baby Katherine will be taken care individually, as she is too young to be detached from her mother a whole day. Initially, the care worker will encourage Amanda about the open door policy and ensure that she can pop in throughout the day or by phone. She would be shown that how the care environment will prioritize Katherine’s likes and dislikes by providing story books and objects that can be put inside one another.

Amanda will be supported for breast-feeding by suggesting her to pump breast milk into a feeding bottle and give it to the care workers (Essa, 2012). She would be ensured that Katherine would be placed on lap and the care worker will feed her the stored breast milk, while singing the song “ten teddy bears” during her naptime.</p>

  1. b) It will be good, if Amanda bring Katherine at least 2-3 weeks prior to her enrolment. It will help her to adapt in the new environment. Amanda can stay with her at the time for few hours; it will help to find the place familiar. Katherine can be encouraged to play with others in 0-2 year’s room. While playing, her brother Joel can join her and show her playing with friends is good. She can be provided with her favorite toys and storybooks.

On the first day, Amanda will be advised to bring her child and leave the place soon, as both Katherine and Amanda would be upset for longer stay. The carer of Katherine would ask Amanda to say good-bye to Katherine. As Amanda leaves, Katherine can be upset, thus, it is recommended to keep Joel aside, it will help her to cope with the moment saying goodbye to her mother. Then, she would be shifted to reading room and her favorite storybooks will be provided. Amanda is suggested to talk Katherine through video conference, if she gets too upset (Fenech, Giugni & Bown, 2012).

These strategies support the National Quality standards including the 5th and 6th standards, “Relationships with children” and “collaborative partnerships with families and communities”.

  1. c) To establish a nurturing relationship with Katherine, the care worker needs to prioritize Katherine’s physical and emotional needs, to create feelings of trust and security. From the very first day, Katherine will be encouraged to play with other children and adapt the care routines. Katherine will be provided with an extra spoon during mealtime, to continue her habit. Her breakfast will include her favorite fruits. During play time, her favorite songs like “ten teddy bears” and “round and round the garden” will be played for giving her a homely feelings. A kitchen play can be set on a small table, where she can explore her likings. Group activities can be arranged including, fitting objects into each other, which is her favorite game.

Providing Healthy and Culturally Appropriate Meals, Snacks and Drinks

  1. a)

 

Monday

Tuesday

Wednesday

Thursday


Friday

Morning tea

Breakfast biscuit with chocolate milkshake

Tomato segments

Toasted crumpet with fruit  spread Fruit,  milk

 

Toast and spread Fruit

Milk with chocolate

Raisin toast

Banana slice

Milk with chocolate

Toasted Muffin with cheese

zucchini

Milk with chocolate

Lunch

Cooked pasta/ plain rice Green beans Corn niblets

Banana yoghurt

Boiled Water

Taco filled with Minced vegetables and cheese Fruit sponge pudding and Custard/ yoghurt

Boiled Water

Crusty French bread

Rice with peas

Fruit Platter/ banana yogurt

Boiled Water

Vegetable soup with mayonnaise

Fruit Platter Yoghurt

Boiled Water

Oodles of Noodles with

Beans and carrots/ rice bubbles

Custard and fruit salad

Boiled Water

Afternoon tea

Wholemeal fruit bread, spread and Milk with chocolate

Ribbon sandwiches chocolate milk shake, crackers

Pita bread, Vegetable sticks and Humus dip

Milk with chocolate

Bread toast with cheese stuffing

 Banana slices, crackers

 

Cream Cheese sandwich with carrot muffins

Chocolate Milkshake/ boiled water

  1. b)

 

Monday

Tuesday

Wednesday

Thursday

Friday

Morning tea

Fruit plater (including banana), milkshake/ boiled water

Baked zucchini, cheese sandwich,

Orange juice/ boiled water

Banana muffins (eggless), plain bread toast  with mixed fruit jam,

Milk with chocolate

Cheese sandwitch, sliced zucchini, pineapple juice / boiled water

Chocolate cornflakes, steamed carrot stick,

Yoghurt dip

Lunch

Vegetable hotspot with couscous, yoghurt, boiled water

Rice balls with carrot sticks, mixed fruit custard, boiled water

Pasta with baby corn, carrot and mushroom, banana custard, boiled water

Wholegrain sandwich with cheese stuffing/ plain rice with peas, sliced zucchini, boiled water 

Broccoli and mushroom stir fry with brown rice/ vegetable soup, fruity yoghurt, boiled water

Afternoon tea

Pikelet with ricotta spread/ corn soup, crackers, Milk with chocochips/ boiled water

Rice cakes and toppings, corn dip, milk/ boiled water

Banana muffin, chocolate milkshake/ water, crackers

Fresh fruit platter with banana and zucchini, custard

Cheese-carrot balls, chocolate biscuit, boiled water

c)

Serving type

Menu week one total number of serves

Menu week two total number of serves

Total number of serves for fortnight

Minimum number of servings for fortnight met

Red meat

0

0

0

×

White meat

0

0

0

×

Vegetarian

yes

yes

yes

ü   

Iron

5

7

12

ü       

Vegetable & fruit

19

20

39

ü       

Dairy

12

12

24

ü       

Cereal etc.

10

13

23

ü       

  1. d) According to the element 2.1.1 in quality area 2, “each child’s health needs are supported’. These menu plans support their dietary needs for healthy growth. Standard 2.2.1 depicts that “healthy eating is promoted and food and drinks provided by the service are nutritious and appropriate for each child”. The menu plan complied the national dietary checklist for children, thereby supporting the above standard.

Providing Support to Families and Children to Promote Healthy Drinking and Eating

  1. a) Joel prefers sweet drinks, chocolate and snacks. These foods usually have significant negative impact upon the dental and general health of Joel. Joel can have dental cavity due to tooth decay. Tooth enamel can be damaged. In case of general health, he can suffer from obesity, which is one of the most prevalent children health issue in Australia. It enhances the risk of a number of diseases (Wong, Sumsion & Press, 2012).
  2. b) A health promotion can be arranged for Joel and Amanda, where some play like “The Hero Food Movement” can be done. Here, Amanda can be asked “what do your hero eats?” Based on Amanda’s answer, the hero’s ability and the food they eat can be linked. Such as, “Superman has x-ray vision, carrot is good for vision. Superman must eat carrot! Whoever wants to be superman should eat carrot”. Another strategy is ‘involving children in preparing healthy food’. An award system is encouraging for having balanced diet at home and less snacks and chocolate. A hero sticker can be offered to consume less chocolate.
  3. c) The Australian Early Childhood Code of Ethics helps to ensure the delivery of safe and healthy practice to the children in long day care centers. In relation to the children like Joel and Katherine, the codes, 1.1 “act in best interest of the child” and 1.6 “create and maintain safe, healthy environment, create spaces and places, which enhance children’s learning, development, engagement, initiative, dignity, self-worth and show respect for their contributors” are helpful. On the other hand, in relation to the parents like Amanda, the codes 2.4 “develop partnerships with families and engage in shared decision making where appropriate” and 2.9 “be sensitive to the vulnerabilities of children and families and respond in ways that empower and maintain the dignity of all children and families” are helpful (Logan, Press & Sumsion, 2012).

Preparing Joel for Going to Hospital

Joel is a charming young boy, who loves to play with his friend in the day care home. He also loves to play with construction equipments and train track. Now, while preparing him for his hospital stay, he needs support for retaining his confidence level and reducing his fear of hospital stay. In this context, his mother Amanda has a major role. Thus, the day care staffs must involve his mother for his preparation of hospital stay. As he is only 4 years old, the care workers and family members should let him know about the hospital stay before a couple of days. His mother Amanda needs to be present, while telling about the hospital stay to Joel. A story can be developed and told to him by his mother and care workers that, he is going for a campaign, where a play is going on named “how strong are you?” Here, the child who will show the signs of fitness will get a reward. Thus, he needs to go to hospital and stay for some days, where he would undergo a little operation, about which his mother has already discussed.

If he looks upset, to motivate him, again the example of heroes can be given, like, “Amanda! Your hero looks upset! Nevertheless, heroes never lose their hope and confidence! To be like superman, you should have good listening power Joel!” To reduce her stress, the care workers can provide an environment related to hospital. The care workers can dress up like doctors and nurses and his room can be decorated as a hospital room. He will be encouraged to tell about his fear. The playful environment in the care home, which looks like a hospital, would enhance his confidence (Logan, Press & Sumsion, 2012).

Safe Collection of Child

  1. a) According to the national regulations of early education and care, a child must be released from a day care, once the identity of the person is verified; who have came to take the child from day care centre. Therefore, Pam will be requested to show her photo identity card and her I card will be verified with the children’s register, where Pam has enrolled as an authorized person to collect children. After verifying, Amanda will be informed over phone and a confirmation from her will be collected, then only the children would be handed over to Pam (Essa, 2012). Till then, she have to wait at waiting room. Before discharge, she would have to sign in the collection registered.
  2. b) According to national Law, section 165, 167 and National regulation 99, 158-159 and 176, “A parent or authorized nominee collects the child, a parent or authorized nominee provided written authorization for the child to leave the premises” (Essa, 2012). Therefore, these regulation and law statements have been reflected upon the way of releasing Joel and Katherine with Pam.

Reference List

Essa, E. L. (2012). Introduction to early childhood education. Cengage Learning.

Fenech, M., Giugni, M., & Bown, K. (2012). A critical analysis of the'national quality framework': Mobilising for a vision for children beyond minimum standards. Australasian Journal of Early Childhood, 37(4), 5.

Logan, H., Press, F., & Sumsion, J. (2012). The quality imperative: Tracing the rise of'quality'in Australian early childhood education and care policy.Australasian Journal of Early Childhood, 37(3), 4.

Wong, S., Sumsion, J., & Press, F. (2012). Early childhood professionals and inter-professional work in integrated early childhood services in Australia. Australasian Journal of Early Childhood, 37(1), 81.

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