Chcece026 quesioning

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Southern New Hampshire University *

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Feb 20, 2024

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ASSESSMENT COVER SHEET This form must accompany all submitted work to be assessed. You may photocopy it multiple times . STUDENT FIRST NAME DIKSHYA STUDENT LAST NAME KARKI SCEI STUDENT ID SA2183 DATE OF BIRTH 25-10-1997 COURSE CODE AND TITLE CHC50113 Diploma of Early Childhood Education and Care UNIT CODE CHCECE026 UNIT TITLE ASSESSMENT TITLE Questioning TRAINER NAME JOJO PAPA DUE DATE 03-01-2022 DATE SUBMITTED 03-01-2022 SUBMISSION NO. (tick) Only For Authorised Resubmissions ☐ RE-SUBMISSION 1 ☐ RE-SUBMISSION 2 Tear the below part and give to student as acknowledgement (student to retain on submission of the assignment) ✄ SCEI Trainer/Staff Declaration I received assessment task/s 1 2 3 4 5 all assessment tasks of: Course Code And Title: Unit Code Unit Name: SCEI Trainer/Staff Name and Title SCEI Trainer/Staff Signature Student Full Name Dikshya karki Student ID Sa2183 Student Signature dikshya Date Submitted and Received 29-11-2021 …………………….. I give my consent for Southern Cross Education Institute to examine my work electronically by relevant plagiarism software programs. Student signature: ......... dikshya ................................................. Date: .29/ 11.../ ...... 20201 .... I have read and understood the Southern Cross Education Institute’s PP77 Assessment and submission policy and procedures. This assignment is all my own work, and no part of this assignment has been copied from another person. Where I have used the work of others I have used appropriate referencing. I have not allowed my work to be copied by another person. I understand that if I do not provide a receipt of my assignment submission I should demonstrate other ways to show proof of where and how I made the submission. I understand SCEI regards cheating and plagiarism as a serious offence and any student found guilty of such will be penalised. I have a copy of this work and will be able to reproduce within 24 hours if requested. I certify that Student Declaration

1. Access the National Quality Standards and describe the standard which addresses partnerships with families and communities Answer: Standard 6.1 Supportive relationships with families Respectful relationships with families are developed and maintained and families are supported in their parenting role. Element 6.1.1 Engagement with the service Families are supported from enrolment to be involved in the service and contribute to service decisions. Element 6.1.2 Parent views are respected The expertise, culture, values and beliefs of families are respected and families share in decision- making about their child’s learning and wellbeing. Element 6.1.3 Families are supported Current information is available to families about the service and relevant community services and resources to support parenting and family wellbeing. Standard 6.2 Collaborative partnerships Collaborative partnerships enhance children’s

inclusion, learning and wellbeing. Element 6.2.1 Transitions Continuity of learning and transitions for each child are supported by sharing information and clarifying responsibilities. Element 6.2.2 Access and participation Effective partnerships support children's access, inclusion and participation in the program. Element 6.2.3 Community engagement The service builds relationships and engages with its community. 2. Identify how the relevant Early Years Learning Framework supports working in partnership with families. Answer: EYLF principle 2 PARTNERSHIPS Learning outcomes are most likely to be achieved when early childhood educators work in partnership with families. Educators recognise that families are children’s first and most influential teachers. They create a welcoming environment where all children and families are respected and actively encouraged to collaborate with educators about curriculum decisions in order to ensure that learning experiences are meaningful. Partnerships are based on the foundations of understanding each other’s expectations and attitudes, and build on the strength of each others’ knowledge. In genuine partnerships, families and early childhood educators: • value each other’s knowledge of each child • value each other’s contributions to and roles in each child’s l ife • trust each other • communicate freely and respectfully with each other • share insights and perspectives about each child • engage in shared decision-making. Partnerships also involve educators, families and support professionals working together to explore the learning potential in every day events, routines and play so that children with additional needs are provided with daily opportunities to learn from active participation and engagement in these experiences in the home and in early childhood or specialist setting. 3. List how Quality Area 6 of the National Quality Standards engages families in the service Answer: The aim of Quality Area 6 under the National Quality Standard is to recognise that collaborative relationships with families are fundamental to achieving quality outcomes for children and that community partnerships that are based on active communication, consultation and collaboration are also essential.

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4. Participation by those responsible for the care of children (parents, guardians etc.) in the early childhood education and care service is an important part of the effective running of the service. Identify the value of this participation and how it benefits the following people. a. The parent/guardian/carer b. The early childhood education and care service c. The Child Answer: Children: • experience continuity of learning • are involved in decision making and supported to influence their world • feel valued, their culture and identity are upheld and their strengths acknowledged • experience an increa sed sense of belonging. Families: • feel valued and respected • better understand their child’s learning and development • feel supported and empowered in their role as parents • are comfortable to ask questions or express concerns • understand more about the role of educators • have increased confidence in the service • families can network and support each other through shared experiences and child rearing practices Education and care setting: • learn from families’ skills and expertise • information gained from families can be used to support children’s learning and well -being • understand issues affecting families • gain family feedback that helps staff to evaluate th e effectiveness of their practices and overall service. 5. Based on the policies, procedures and practices of early childhood services, explain how families could benefit from regular effective communication with educators. Answer: Families: • feel valued and respected • better understand their child’s learning and development • feel supported and empowered in their role as parents • are comfortable to ask questions or express concerns • understand more about the role of educators • have increas ed confidence in the service • families can network and support each other through shared experiences and child rearing practices Get to know the families Engage families through informal discussions and at planned gatherings to understand their expectations. It is also an opportunity to develop shared goals for children’s learning. 6. To demonstrate that we, as educators, value families in the early childhood setting, explain how staff benefit from regular effective communication with families. Answer: Education and care setting:

• learn from families’ skills and expertise • information gained from families can be used to support children’s learning and well -being • understand issues affecting families • gain family feedback that helps staff to evaluate the effectiveness of their practices and overall service. 7. Read the statement by a new parent - Adanna and answer the questions that follow: Answer: “I arrived in Australia 6 months ago with my husband and children. We are resettled refugees from Sudan. Our country has been at war for many years. My sister and her family were killed by the soldiers. I have 3 children; 9 months, 2 and 3½ years old. We don’t speak much English. We need care for our children while we go to Engl ish classes.” a. List a minimum of three (3) questions, an educator could ask Adanna to gather more information? -What are the routines of children? -If there will be a need for language support and if not then ask how much English they understand? -Inquire about the health, allergies, previous illnesses and dietary requirements of the children. -Gather some key words from there native language. -Ask if there is any behavior changes in children after coming to Australia. b. To support Adanna, what information could you provide to this family in their home language? Answer: -Parents handbook -Fees schedule -policies and procedure - newsletter -menu for food -routines of the childcare center etc. -opening hours, play opportunities, children’s amnesties and play equipment. c. Identify three (3) community services or organizations you would refer to Adanna and to her family to get more morally and financially, support and assistance. Answer: 8. Read the statement by a new parent – Paul and answer the questions that follow: “I am a widower. My wife died 4 months ago of breast cancer. I have a 1year old daughter and a 3 year old son. I currently work Part- time; I am finding it difficult to cope.” What support could you offer to Paul to respond to his questions and needs? Answer: To support the father some ideas include: Priority Access Care - meaning if this family needs care at any time at all even though they may not be booked for the day they should be given priority for a spot. Community Support Services - information on various groups, counselling, Centrelink where he can go for emotional and financial assistance. Reassurance from the centre that his children will be well looked after and supported through this time in order to help the family through the grieving process and that the centre will assist him in any way they can.

Questions that can be asked include: How are the children handling it Children's routines (to follow up within the centre) Family support he is receiving at home Any problems or difficulties he is having with the children 9. Identify a minimum of four (4) ways you communicate and involve families in the service. Answer: Developing collaborative partnerships with families is a process that happens over time, and may take longer with some families than others. -First impressions count Your attitude, manner and approach are important, so consider how families and children are first welcomed into the service. -Embed in practice Partnerships with families should be evident in your service’s philosophy, policies, procedure s, environment, curriculum and everyday practices. -Communicate and engage Find the best way to communicate with individual families and the type of information that is important to them. Some may prefer to be contacted via print or online newsletters, or to ask questions in person, through email, SMS or social media. -Get to know the families Engage families through informal discussions and at planned gatherings to understand their expectations. It is also an opportunity to develop shared goals for chi ldren’s learning. -Be inclusive Learn about and show respect for the background, cultural identity and strengths of each family to inform educator practices. Consider how inclusive your service is in relation to children and families with diverse needs, family structure, including culturally and linguistically diverse and Aboriginal and Torres Strait Islander families. - Initiate professional conversations and training Engage in reflective practice and professional conversations with other educators about their everyday interactions with families. Professional learning activities may also build your confidence and capacity to build partnerships with families. --Building trust Regularly reflect on how trust is established and maintained with families and whether the reciprocity within the relationship is working for all parties. 10. Read the following and answer the questions that follow: At High Street Child Care, the foyer is filled with colourful signs and posters of happy looking families from a variety of cultures. There is a cosy couch to sit on and the noticeboard demonstrates various celebrations occurring in the community. From the ceiling hangs the word ‘Welcome’ in a variety of languages. A new Vietnamese family has arrived who speak very li ttle English. They enter their children’s play space. Educators are busy undertaking a variety of tasks. There are whispers saying, ‘You go, you speak to them!’ The family cling together waiting for someone to make them feel welcome and safe. A child now arrives with her father, Reg. Kymberly, an educator, comes over and says, ‘Happy birthday, Mindy! We have a cake for you’. Mindy’s dad is angry as he has explained to Kymberly that Mindy will not celebrate her birthday due to their religious beliefs (they a re Jehovah’s Witnesses). a. How would you ensure the Vietnamese family is made to feel welcome? Identify a minimum of two (2) ways. Answer:

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- Educators need to develop a relationship with families to build trust. It is suggested that you begin this process at the first interview with the family and take this opportunity to find out information you will need to ensure a positive experience for the family - It is our job as educators working with families from culturally and linguistically diverse (CALD) backgrounds to find out about their culture/s, and to show respect by asking questions to avoid misunderstandings or offending the family - If English is a barrier, use a language identification chart, and then contact the Telephone Interpreter Service (13 1450), access translated resources or there are even applications on IPhones that will translate for you - Show a sincere interest about a family’s cultural background when asking about spoken languages, geography, politics, religions, festivals, holidays etc. - Get to know each child’s family. Encourage the family and extended family members of the child to be involved and participate in programs and activities. -Help children and families to meet and socialise with other families. -Encourage families to talk about cultural diversity with their children. b. What knowledge, skills, expertise or aspects of family life and culture could you encourage the Vietnamese family to share with you and the group of children? Answer: - Educators first need to identify the cultural background of the family. If you are unsure, remember all you need to do is ask. If possible, before a family comes in to the service to enroll, familiarize yourself with the family’s cultural background and have some pictures or resources available to show your interest and respect. -Help children and families to meet and socialize with other families. -Encourage families to talk about cultural diversity with their children. -Ask them to tell about there language, culture or any additional requirements or keywords from there language to use with their child (how to say goodbye and how to say how are you etc. c. How would you make sure you know about Reg’s cultural requests if you were Mindy’s educator? Answer: -The educator need s to double check the enrolment forms of mindy’s and his cultural request. -Educator needs to acknowledge the needs/ cultural request of the parents. 11. Identify how you will maintain up to date details of community services and resources provided to families? Answer: -By having N ACCESS to the recent updates on center link, families assistance, department of human services, the education department, Eylf, ,NQS, NQF , National law and national regulations.

REFERENCES https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-6-collaborative-partnership-with- families-and-communities https://www.acecqa.gov.au/sites/default/files/2018- 02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf https://www.acecqa.gov.au/sites/default/files/acecqa/files/QualityInformationSheets/QualityArea6/QualityArea 6BuildingPartnershipsWithFamilies.pdf https://aussiechildcarenetwork.com.au/forum/diploma-assignments/scenario-widower-with-1-year-old-and-3- year-old-son-7335 http://www.resourcingparents.nsw.gov.au/ContentFiles/Files/diversity-in-practice-tipsheet-2.pdf

Chcece026 quesioning

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