Reflective questions (1)

docx

School

The University of Sydney *

*We aren’t endorsed by this school

Course

Subject

Communications

Date

Feb 20, 2024

Type

docx

Pages

Uploaded by chandranikomz

Reflective questions Provide one example of how you empowered children to exercise their right to be active participants in their own lives. I empowered children to exercise their right to be active participants in their own lives, by involving children in decision making such as getting their ideas. I also exercise their rights to design their own equipment by letting the child to freely move around resources and supporting the child's request for resources. Comments Comment: Question 2 Complete Mark 2.00 out of 2.00 Flag question Question text Provide one example of how you organised spaces, resources and routines that reduced the potential for children’s stress or frustration and increased their ability to have agency and be decision makers. I helped other educators in organizing spaces and resource by arranging furniture's in such a way that creates hallways and runways which encourages children to run and it also created private or quiet areas for children to sit alone or quietly with friends to rest. Comments Comment: Question 3 Complete Mark 2.00 out of 2.00 Flag question Question text Provide one example of how you honoured and supported a child and family’s culture and community context during daily practices and routines.

In the Centre we honoured and supported a child and family's culture and community by treating all culture with respect and celebrating cultural events like Christmas , Diwali , Holi , Chinese new year and also saying positive thing's about their culture , acknowledging that their culture is beautiful. Comments Comment: Question 4 Complete Mark 2.00 out of 2.00 Flag question Question text Provide one example of how you appropriately comforted an individual child who cried or showed signs of distress. I was able to provide comfort to the child by squatting to the child's level , establishing eye contact and asking why are you crying ? After that I would give cuddles to the child and than I would divert the child's attention in new activities. Comments Comment: Question 5 Complete Mark 2.00 out of 2.00 Flag question Question text Provide one example of a situation where you responded positively to a child with varying abilities and confidence levels and how you acknowledge the child’s efforts and achievements. I observed and identified the child's ZPD which is zone proximal development- what a child can do with and with out help from educators. I helped the child develop by scaffolding strategies ,role modeling , providing examples and also acknowledging the child's effort by using

positive words like Well done , Good Job , Keep it up , You are doing great , Giving a hi five. Comments Comment: Question 6 Complete Mark 2.00 out of 2.00 Flag question Question text Provide one example of a situation where you supported a child or children to recognise and label their range of emotions. Situation Child name A was in a sandpit and he was spitting on sandpit and putting sand in his mouth. I told him that it's not nice and the child A got angry and he spitted on me. Strategies. I stayed calm and cleaned myself and the child. Then I sat with the child to his level and I talked to him very lovingly , kindly that his actions were not right and I also diverted his mind with toys that he loves. Although spitting is gross , but we need to show our love to the child as its a new skill the child has learned and we have to teach them that its an inappropriate behaviour. If the child wants to spit, we can make the child learn to spit in sink and not everywhere. Comments Comment: Question 7 Complete Mark 2.00 out of 2.00 Flag question Question text

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Provide one example of how you modelled self-regulation through gentle and calm behaviour and provided reassurance when children express distress, frustration or anger. Example Child A was playing with linking cubes and child b came and destroyed his cubes. Child A started to hit child b. As a educator I firstly attended to child b to check if he's hurt. I calmly asked both the child what happened and child A said he destroyed my blocks and on the other hand child B said he hit me. As a educator I made both the child to sit and I told them to do some breathing exercise with me. After that I calmly and kindly told them that you don't need to hit or destroy things and both can play together. I asked child b if he wants to join child A in building the cubes. Child B responded yes., so I helped them both with the cubes. Comments Comment: Question 8 Complete Mark 2.00 out of 2.00 Flag question Question text Provide one example of how you supported children’s agency to make choices and experience natural consequences. I supported the agency of a child by giving the rights to a child to make their own choices such as what materials they want to use ,facilitating self-help skills as opposed to doing tasks for children. Comments Comment: Question 9 Complete Mark 2.00 out of 2.00 Flag question Question text

Provide one strategy you used to guide children’s behaviour in ways that promote self-regulation and preserve and promote children’s self-esteem and wellbeing. As an educator I was able to support children learn to manage their behaviour such as viewing children as capable ,competent and approach situations from a strengths based perspective. Ensuring they feel secure and letting them know that I'm there to help and support them. I also encouraged them to use a range of communication strategies to express their needs, wants and feelings Comments Comment: Question 10 Complete Mark 2.00 out of 2.00 Flag question Question text Provide one example of how you communicated expectations for behaviour based on service policies in ways that children will understand. As an educator I used positive communication with children which made them feel safe and accepted and it also made me build warm and positive relationships with them. I also encouraged them to express their feelings and emotions by making them feel with sense of protection, minimizing stress in the rooms and creating the positive atmosphere. Comments Comment: Question 11 Complete Mark 2.00 out of 2.00

Flag question Question text Provide one example of how you involved children in developmentally appropriate ways when agreeing to expectations of behaviour.  As an Educator I involved children in developmentally appropriate ways when agreeing to expectations of behaviour by being a good role model by; o Giving lots of praise - When children are doing the right thing, such as tidying their toys or helping a friend. I will let them know that I have noticed and I'm proud of them. Comments Comment: Question 12 Complete Mark 2.00 out of 2.00 Flag question Question text Provide one example of how you acknowledged children’s positive choices and used clear verbal and non-verbal communication when children make positive choices. I acknowledge children by saying positive praises such as well done , good job, giving hi five. Smiling at the child and saying thank you so much. Ensure that I have the child’s attention and get down to their eye level. Comments Comment: Question 13 Complete Mark 2.00 out of 2.00

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Flag question Question text Provide one example of how you used positive language, gestures, facial expressions and tone of voice when redirecting or discussing children’s behaviour with them. I encouraged problem solving and critical thinking, where I explained to children the reason why they can’t do a particular behaviour. For example in the center , Child B was running and climbing to a railing and I approached him and said it's dangerous and you may get hurt. Comments Comment: Question 14 Complete Mark 2.00 out of 2.00 Flag question Question text Provide one example of how you use appropriate strategies to redirect behaviour and defuse situations of conflict or stress. As an Educator I applied appropriate strategies that will diffuse situations of conflicts by encouraging the children to stay calm and breathe , actively listening to what the other person is saying by asking "Why did the conflict start?" "What is the other person saying? "Ask them “What is wrong?”. Comments Comment: Question 15 Complete Mark 2.00 out of 2.00 Flag question Question text Identify one situation where children needed additional support and you sort guidance from your relevant supervisor.

One situation I was able to identify during my work placement is when I saw child C sitting alone and does not want to eat food. I approached the child and asked her to join. The child was seen upset, so I asked my senior educators as to why she is sitting alone. One of the educators went to the child and asked her? The child responded "I want mummy, mummy didn't give me my toys". The educator positively talked with child and said "Mumma will be back soon and she will give you toys". Come and join for meal, see your friends are having meal. The child joined for meal. So in this situation I was able to know that the child was upset and sitting alone because she missed her mother and she wanted her toys. Comments Comment: Question 16 Complete Mark 2.00 out of 2.00 Flag question Question text Identify 1 example that you may have observed of gendered behaviour influences on group dynamics. In the center I observed different resources for male and female. Males had cars to play with and females had cooking objects to play with. Comments Comment: Question 17 Complete Mark 2.00 out of 2.00 Flag question Question text Identify 1 example that you may have observed of the Impact of group dynamics on children’s’ behaviour. In the centre during indoor activity room I was able to observe large number of children participating in the pass the potatoes activity while music was playing. Whoever had the potatoe when the music stopped, had to tell a story.

Two or three children were not passing the potatoe because they wanted to tell the story.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Reflective questions (1)

Related Documents