CHCECE033 - Case Study (ECEC) (2)

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CHCECE033 Develop positive and respectful relationships with children Case Study v1.0 (2022/04/21) CHCECE033 Develop positive and respectful relationships with children CASE STUDY Case Study Student name Christine Chikovore Student email address christinestchikovore@gmail.com Unit Code and Title CHCECE033 Develop positive and respectful relationships with children About this Task This Case Study requires you to apply your knowledge and skills of developing positive and respectful relationships with children in the context of the simulated workplace ‘Little.Ly Early Learning Centre’. This assessment contains Two Parts and Thirteen Tasks: Part One – Nervous Orientations 1.1 Respectful Behaviours 1.2 Routines 1.3 Supporting Choices 1.4 Settling into Care Part Two – Consoling Grief 2.1 Behavioural Influences 2.2 Genuine Care 2.3 Responding Respectfully 2.4 Individual Development 2.5 Holistic Understanding 2.6 Conversation Participation 2.7 Recognising Emotions 2.8 Behavioural Expectations 2.9 Relationship Reflection Instructions for the Student For this task, you are required to answer the Case Study task questions to demonstrate your knowledge and skills relating to:  The requirements of the National Quality Standard(s) and related regulations and laws applicable to relationships with children  Partnerships with families and community development factors relevant to communication with children in early childhood © 2020 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 | 1

CHCECE033 Develop positive and respectful relationships with children Case Study v1.0 (2022/04/21)  The reasons why children need to have positive and respectful relationships  The features of positive and respectful relationships and how educators support these through:  Demonstrating sensitivity and initiating warm, trusting and reciprocal relationships with children and their families  Supporting families’ choices and decision making  Helping children to establish secure attachments and develop self-regulation  Supporting practices and routines that honour children, their family and the community context. Little.ly Early Learning Centre The following assessments include the use of a simulated childcare centre called Little.ly Early Learning Centre: www.littlely.eduworks.com.au . The simulated business has been developed based on real childcare centres and you should familiarise yourself with the services, employee structures and templates located in the Educator Hub tab. To access the site please click on this link: www.littlely.eduworks.com.au and click on the ‘Educator Hub Login’  Username: FE.Student  Password: FE.Student01 If you have any questions on how to navigate the simulated business, please refer back to your induction module at the start of the course to the Little.Ly Early Learning Centre Guide. © 2020 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 | 2

CHCECE033 Develop positive and respectful relationships with children Case Study v1.0 (2022/04/21) Task Conditions  All workplace tasks are to be completed using the simulated business ‘Little.Ly’  All practical role-played tasks must be undertaken in a simulated early learning centre. Task resource requirements  Access to your learning materials.  Access to a computer and the internet.  Access to National Quality Framework for Early Childhood Education and Care:  National Quality Standard  The relevant approved national learning framework.  Access to your little.ly’s policies and procedures for:  Relationships with children. © 2020 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 | 3

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CHCECE033 Develop positive and respectful relationships with children Case Study v1.0 (2022/04/21) PART 1: NERVOUS ORIENTATIONS Task 1 Scenario Kazim During enrolment at Little.ly Early Learning Centre, Talia (Kazim’s mother) told Yindi (the Educator) that she was nervous about leaving Kazim (22 months) in long daycare. Yindi told Kazim’s Mum that it might be helpful if she stayed with Kazim for a couple of days in the beginning. To help Kazim become familiar with the educators, Service’s routine and environment. Together Yindi and Talia worked out a way to ease Kazim into long daycare. They used the following strategies. Gradually leaving Kazim after the initial ‘orientation’ period for short periods until eventually, he was there for the full day. Talia filled out the ‘about my child’ section of the enrolment form carefully describing Kazim’s sleeping habits, comforters (teddy and pacifier), fears/phobias, likes, cultural connections, family traditions, interests, temperament, personality, stages of development and significant people in his life. Emailing a photo book to Talia that showed the room and activities that Kazim would spend his time doing so that Talia could explain to him in the language spoken at home what he would be doing while she was at work Eventually, Talia returned to full-time work, and Kazim was in long-day care Monday to Friday. Talia told Yindi that she was finding it very hard to leave Kazim because he was clingy and cried after she left. Yindi asked Talia what Kazim was interested in. Yindi said that since they had visited the zoo, he loved to talk about the wild animals. They agreed that when Talia arrived at the Service, Yindi, together with Talia, would sit down and read the book about zoo animals to distract him from Talia leaving. After Talia left, Yindi continued to encourage Kazim to play with rubber zoo animals and has given him five finger puppets of zoo animals which he can wear during playtime with the other children at the Service. Yindi agreed to email photos of Kazim playing happily to Talia throughout the day and encouraged her to ring the Service to see how Kazim had settled in as many times as she needed to. Although these things seemed to work, Talia told Yindi that Kazim had become very clingy at night and was still worried about him. Talia thought it was a good idea to tell Kazim when she would be back and leave him a small item from home (tiny donkey that Kazim’s grandmother had knitted) to look after: ‘Bye Yindi, I will be back after afternoon tea, please look after Jadda’s donkey until I get back.’ They also decided to include photos of Kazim’s family life on the family board in Kazim’s room. These strategies seemed to help Kazim feel connected to his Mum when she was gone, and he was able to say goodbye happily. © 2020 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 | 4

CHCECE033 Develop positive and respectful relationships with children Case Study v1.0 (2022/04/21) Task 1.1 Respectful Behaviours Identify at least three (3) respectful behaviours the Educator Yindi did to show Talia and Kazim that she was genuinely interested in them and in understanding their needs Emailing a photobook about what Kazim would spend hiis day doing Asking talia about Kazim’s interests Agreed to let Talia call the centre to find out about Kazim’s wellbeing Task 1.2 Routines Identify three (3) routines and/or practices the Educator Yindi used to support successful separations for the child and their family and reduce stress. Reading a book that invloved Kazim’s interest and toys to play with througout the day Sending pictures of Kazim playing happily to Talia Including pohotos of Kazim’s family life in the centre Task 1.3 Supporting Choices Identify the practices the Educator Yindi used to support a family’s choice and decision making. Allowing Talia to spend the first few days at the entre with Kazim to help him get settled in Emailing a photobook to Talia what Kazim was going to spend his day to allow Talia to explain to Kazim is daily routines whilst at the centre in the language spoken at home. Task 1.4 Settling into Care Explain how Educator Yindi supported Kazim to develop a secure attachment with her and to settle into care. Educator yindi encouraged Kazim to play zoo animal finger puppets as hhe showed interst in them which helped him remain settled and engaged with the centre activites. Furthermore yindi included family pictures of Kazim’s family that he could look at ad feel connected to him mum while he was at the centre. © 2020 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 | 5

CHCECE033 Develop positive and respectful relationships with children Case Study v1.0 (2022/04/21) PART 2: CONSOLING GRIEF Task 2 Scenario Alana Alana (four years old) is a child who has been attending Little.ly for three years. She has an easy temperament and a bubbly and friendly personality. Alana used to be looked after by her grandmother, who recently became very ill and died unexpectedly. Alana is very upset when her mother leaves her in the morning, but she settles quite quickly within ten minutes. She plays happily with most of the children in the room. Yesterday she was playing shop with friends. The Educator reminded her that it was time for her friends to have an afternoon sleep. The Educator said that Alana could sit quietly and read a book to rest her body and mind. Alana got very upset. She threw things and pushed the Educator away, and screamed that she had not finished. She had not ever displayed this type of behaviour before. Alana’s Educator said calmly, ‘Alana, I understand how tricky it is to stop a game when you are playing. Are you feeling okay? Come and sit with me, and we can have a chat’. Alana started crying, and the Educator reached out and gave her a cuddle. She said, ‘It’s okay to feel upset, I’m sorry I didn’t realise it would upset you to ask your friends for their sleep. Is anything else bothering you?’ Alana cuddled tighter and said, ‘My Nana went away too, I can’t play with her, and Mummy doesn’t play with me anymore either’. The Educator listened to her and said, ‘I’m very sad that your Nana went away. I bet that’s really sad and hard for you to understand. Do you think Mummy is a bit sad at the moment too? Maybe we can make her a card or a picture while your friends have a sleep’. Alana drew a picture for her Mum and settled down. The Educator sat with her during rest time and reminded Alana that she is here if she needs a cuddle at any time. The Educator said to Alana as she was drawing, ‘How are you feeling now? How were you feeling before?’ Alana said she is feeling better, but she was sad. The Educator said, ‘Sometimes feeling sad can make us feel a bit angry too. Do you think you felt angry, or were you feeling something else?’ Alana said, ‘I was angry, but I felt like my friends were going to leave too’. The Educator said, ‘Maybe you were feeling a bit scared, do you think?’ Alana said ‘Yes’. The Educator said, ‘If you ever feel like that again, I’d like you to breathe in and out and then tell me how you are feeling, that way, we can make sure you and our friends are happy and safe, is that okay?’ Alana said, ‘Yes, I shouldn’t have done that’. The Educator said, ‘That’s okay, and it’s understandable that you felt that way. You didn’t know you could tell me how you were feeling, but now you do’. The Educator asked the question, ‘What did you love to do with your Nana?’ The two chatted for the full rest time about Alana’s Nana, and the Educator learned lots about what they liked to do together. The Educator let Alana’s Mum know that she was a bit upset today and that Alana found comfort in drawing her Mum a picture. © 2020 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 | 6

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CHCECE033 Develop positive and respectful relationships with children Case Study v1.0 (2022/04/21) Task 2.1: Behavioural Influences Identify two (2) factors that might be influencing Alana’s behaviour. Changes in family circumstances – (loss of a loved one) Child has limited time with parents ( Alana stated her mom does not have time to play with her as she has started working again) Task 2.2: Genuine Care List the techniques the Educator used to let Alana know she genuinely cared and to support Alana in self- regulate her emotions. Activitely listen to how Alana was feeling and giving Alana some time to calm down whilst cuddling with her educator. Reeganging Alana in another activity to express her emotions. Encouraging Alana to talk to her educators when she feels angry or scared again Task 2.3: Responding Respectfully Explain why you think the Educator’s choice to respond the way they did (with respect and sensitivity) when comforting Alana was successful. The educator’s choice to respond the way they did when comforting Alana was successful because she respected the emotions that Alana was feeling and and encouraged Alana to talk about what was causing her feelings of anger. Furthermore the educator allowed Alana to describe her feelings and express what was causing them. The educator actively listened and encuraged her to talk to her educaters if she was ever feeling that way again. Task 2.4: Individual Development a) Explain how Alana’s individual stage of development, temperament and personality might help you to understand her behaviour. Alana’s individual stage of development, temperament and personality might help you understand her behaviour by provind context for why she migh be feeling more angry and scares than usual and why she might be struggling to cope with changes in her routine b) A child’s ability to regulate their own emotions is linked to brain development. Please discuss how Alana’s age influences her behaviour. Alana’s age influences her behaviour because the ability to regulate emotions is linked to brain development therefore alana is still developing the abililty to develop self-regulate her emotions. Hence she is more likley to become overwhlemed by her emotions and act out in ways that she might not usually. © 2020 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 | 7

CHCECE033 Develop positive and respectful relationships with children Case Study v1.0 (2022/04/21) Task 2.5: Holistic Understanding List the people who the Educator could talk with to get a full picture (holistic understanding) of Alana’s behaviour. Alana’s parents and other close relatives. Task 2.6: Conversation Participation The Educator and Alana engaged in sustained conversation for the rest time, explain what contributed to Alana’s willingness to participate in this shared conversation. The child received psychical comfort from her educaotr which helped to settle Alana down and allowed her to be able to talk about her grandmother. Furthermore the educator engaged Alana in a drawing activity that also helped to settled her and allowed her to continue talking to her educator Task 2.7: Recognising Emotions It’s important to support children to label their emotions and recognise the different emotions they are feeling. Evaluate how the Educator supported Alana to do this and provide one example of how you might also improve the approach. The educator talked with Alana about her emotions and her response to them so that she can understand emmotional regulation and self-control. The educator asked Alana to share how she was feeling before and after. Then the educator share techniques on how to regulate how she is feeling. Furthermore the educator shared the rules and expectations. The educator also engaged Alana in emotion related conversations to help uderstand the causes and consequences of her emotions as well as how to regulate them. To improve on this approach, I would use an emotion chart, with different faces that represent different emotions to help Alana identify how she is feeling if she is unable to use her words. Task 2.8: Behavioural Expectations Identify the part of the scenario where the Educator communicated expectations for behaviour with Alana. Evaluate her approach and provide one (1) example of how you could improve this interaction or follow up with Alana. When the educator said “ I’d like you to breathe in and out and then tell me how you are feeling that way we can make sure you and our friends and happy and safe. ” This is a good approach beccuase it helps Alana express her emotions using her words, this can also help here know that her behaviours and actions can affect her and others. This aporach allows Alana to be mindful for her friends feelings and therefore be able to regulate and caml herself. To folllow up with Alana, I would conduct regular check ins throughout the day to ask Alana how she is feeling and if she can identify her emotions on an emotions chart. Furthermore I could help Alana recgonise what feelings may cause certain behaviours and how to how react postively to © 2020 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 | 8

CHCECE033 Develop positive and respectful relationships with children Case Study v1.0 (2022/04/21) those feelings. For example when someone is sad they might be sad and talking about why they are sad can help them feel better. Task 2.9: Relationship Reflection Reflect on the relationship between the Educator and Alana and provide at least three (3) ways the relationship was enhanced or built between the two. Cuddling Alana Talking about Alana’s relatioship with her grandmother Sitting and talking to Alana about her problems during rest time Submission Instructions Please proofread your work and save a copy of your assessment to keep in your own records. Save the document to include your name in the file for example: CHCECE033– Case Study – Your Name Submit your completed assessment for marking by your assessor. Assessor Overall Feedback Satisfactory ☐ Not Yet Satisfactory ☐ Date: Date: Comments: <END OF CASE STUDY> © 2020 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 | 9

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