CHCECE056 Short Questions

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CHCECE056 Work effectively in children’s education and care Short Questions Apex Training Institute Physical address: 1374 Logan Road, Mt Gravatt, QLD 4122 Mailing address: PO Box 6803, Upper Mount Gravatt, QLD 4122 Tel: 07-3420 5861 Email: supportteam@apex.edu.au

Cover Page Student Name: Virpal Kaur Student ID: 77937 Phone Number: ___________________ Organisation Name: ___________________ Supervisor Name: ___________________ Supervisor Contact: ___________________ Assessor Name: ___________________ Assessor Contact Details: ___________________ For Office Use Only Reference No. APEX/QMS/TA/CHCECE056/SQ Version 001 Effective Date January 2022

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I NTRODUCTION This is an assessment activity linked to an individual unit of competency and contributes to the overall assessor judgement of competence. CHCECE056 Work effectively in children’s education and care Elements 1. Source and use information on work in children’s education and care 2. Work within organisational requirements 3. Use effective work practices 4. Work collaboratively 5. Develop personal professional practice How students participate in assessment You are required to read and follow the instructions below. Additional instructions may be provided via Apex Learning Management System (LMS), the Student Handbook or other supporting documentation. Assessment conditions Assessment responses must demonstrate a capable understanding and consistent application of knowledge. 1. You MUST provide responses to all questions at a Satisfactory level 2. You MUST use the referenced learning materials to guide responses 3. You can complete the assessment in a classroom setting or self-study environment Authenticity requirements You must genuinely attempt to answer each question appropriately to demonstrate your acquired knowledge. Intentionally or unintentionally presenting answers to assessment questions that are another individuals’ work, or the work of a team as your own is considered CHC30121 Certificate III in Early Childhood Education and Care Page 4 of 27

plagiarism and may result in exclusion from the unit. You should refer to the Student Handbook for the Assessment Escalation and Plagiarism policies and procedures. Assessment instructions You are required to read the instructions, the question and the referenced learning materials to appropriately answer each question. Attempting assessment tasks You are required to answer the questions below via the Apex LMS. You are required to select the correct answers to every question. Your assessment will typically be reviewed and assessed by a qualified assessor within 7-14 days. Assessment outcomes The Early Childhood Education and Care training packages are vocational qualifications that are competency based. For each assessment undertaken you will be assessed as Satisfactory or Not Yet Satisfactory. If you are assessed as ‘Not Yet Satisfactory’ the assessor will provide you with feedback regarding what needs to be re-attempted, and the resubmission process. Reasonable adjustment You can apply for reasonable adjustment to this assessment activity. Please contact supportteam@apex.edu.au to request any reasonable adjustment. Accessing, saving and/ or printing required readings You are required to access learning materials throughout the assessment process. These resources provide key information to help you provide appropriate responses to each question. You are directed to these learning materials via the list below and at the start of each question. You may choose to save these files electronically or print them. Student appeals You have the right to appeal an unfavourable decision or finding during assessment. Refer to the Student Handbook for the Appeals Against Assessment Grades Policy and Procedure . CHC30121 Certificate III in Early Childhood Education and Care Page 5 of 27

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Question 21 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 2 (page 61) The regulations detail staffing requirements for the care and education of children in centre- based services. What are the six requirements ? Six requirements are:  Minimal criteria for employees (early childhood teacher diploma and Certificate III qualified educators)  The supervisory responsibility of the nominated  The educational leader's role  Educators under the age of 18 are not allowed to work with children alone and must be supervised by an educator over the age of 18.  Anaphylaxis and emergency asthma management training, as well as first-aid training  Staff-to-child ratios that are appropriate (based on the age of children). E MPLOYMENT INFORMATION These questions require you to demonstrate your knowledge of the sources of information on employment in children’s education and care. Question 22 CHC30121 Certificate III in Early Childhood Education and Care Page 7 of 27

Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 3 (page 79) List the four key documents that guide educator professional decision-making and ethical practices. The four key documents that guide educator professional decision-making and ethical practices are:  The Early Years Learning Framework (EYLF)  The National Quality Standard (NQS)  The Education and Care Services National Regulation 2011  The ECA Code of Ethics. Reference: Kearns, K. (2020) The Big Picture , 5th edition Question 23 Reading Useful links. Australian Children’s Education & Care Quality Authority ( ACECQA) website. https://www.acecqa.gov.au/help/links#:~:text=The%20Early%20Childhood %20Teachers%20Association,and%20other%20early%20childhood%20settings . As well as the Australian Children’s Education & Care Quality Authority (ACECQA) there are many other organisations that provide educators with guidance, resources and services to support the sector to improve outcomes for children. This weblink contains a list of useful links to organisations and/or websites that can provide more information, specific detail on a topic, or support and advice. Choose two from the list and briefly explain what they do.  Australian Childcare Alliance (ACA): The Australian Childcare Alliance (ACA) is a member-funded, non-profit organisation that CHC30121 Certificate III in Early Childhood Education and Care Page 8 of 27

advocates for Australia's children's future. They advocate on behalf of long-day care owners and operators across Australia to ensure that families and their children have access to affordable, high-quality early learning services.  Australian Association for Research in Education: The Australian Association for Research in Education (AARE) is an Australian national professional society for educational researchers. Its goals are to advance scholarly enquiry into education, improve the quality of educational research, and promote and advocate for educational research's positive impact on policy and practise in education and related areas of society. C OMPLIANCE AND JOB ROLE These questions require you to demonstrate your knowledge of how to obtain, interpret and comply with organisational procedures according to your own job role. Question 24 Read the scenario and answer the questions below. Tash’s first day Tash, a Certificate III trainee, arrives for her first full day at her new job at Blue Bay Early Learning Centre. She is excited but nervous about embarking on her career. Tash had already completed her orientation with her supervisor Bonnie, where she was given access to: ● the service policies and procedures (including a list of five policies to read before starting on her first day) ● the staff handbook ● her job description ● a copy of her daily duties. Tash followed the dress code standards stated in the staff handbook by arriving at work in her work uniform, enclosed shoes and her wide-brimmed hat. As stated in the staff handbook, Tash arrived 15 minutes prior to her shift start time so that she had time to put away her belongings and lunch before signing in. Tash greeted her supervisor Bonnie, who then introduced her to CHC30121 Certificate III in Early Childhood Education and Care Page 9 of 27

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her colleagues and settled her in for the morning. a. List two things supervisor Bonnie did to ensure Tash was prepared for her first full day of work. Two things supervisor Bonnie did to ensure Tash was prepared for her first full day of work are  the staff handbook  her job description  a copy of her daily duties b. How did Tash demonstrate that she followed the service’s dress code standards? Tash arrived at work dressed in her work uniform, enclosed shoes, and a wide-brimmed hat, as per the staff handbook's dress rule. c. State one other way Tash followed the instructions in the staff handbook. Tash arrived 15 minutes before her shift start time, as per the staff handbook, so she could put her belongings and lunch away before signing in. Question 25 Read the scenario and answer the questions below. Tash’s first week At the end of her first week, Tash was given the task of cleaning up, tidying the room and setting up the tables for the next week. Tash noticed a paint spill on the floor, and is unsure of the correct equipment to use to clean it up. a. What should Tash do next? CHC30121 Certificate III in Early Childhood Education and Care Page 10 of 27

Tash was given the responsibility of cleaning up, tidying the room, and putting up the tables for the following week at the end of her first week. b. Write down an example of what Tash could say to ask for assistance. She could ask help from the supervisor to guide her how to use the correct equipment to clean up. E FFECTIVE COMMUNICATION AND COLLABORATION These questions require you to demonstrate that you can use and interpret communication techniques in the workplace. Question 26 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 1 (page 30) For each scenario below, list one example of non-verbal messages/cues . a. Mitch : At the team meeting, Mitch sits with his head bowed and his arms crossed. The team is discussing changes to the afternoon shift duties. Mitch doesn’t contribute to the conversation. After the meeting, Mitch walks away, slamming the door behind him. Non-verbal messages: Mitch sits with his head bowed and his arms crossed. After the meeting, Mitch walks away, slamming the door behind him. b. Sofia : When listening to her colleague talk about a proposed change to the daily routine Sofia stands with her hands on her hips, a frown on her face and her lips tightened. CHC30121 Certificate III in Early Childhood Education and Care Page 11 of 27

Sofia stands with her hands on her hips, a frown on her face and her lips tightened. c. Caleb : When given feedback from his supervisor that he managed an upset parent with respect and empathy, Caleb smiles broadly and fist pumps. Caleb smiles broadly and fist pumps. Question 27 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 1 (pp. 20-21) Read the scenario and answer the questions below. Collaboration Educators in the 2-3’s room have a problem. They are struggling with the timing of afternoon tea when children are waking after their afternoon sleep. The current practice is that as children wake they are given a cuddle and then sit at the table for afternoon tea. However, some children are not ready to eat, some just want to sit on an educators lap and some want to play (others are still sleeping). Educators want afternoon tea to be served 30 minutes later so that they can better meet the individual needs of the children. The cook says this won’t work as it clashes with her finish time. The team ask to meet with the cook, Anna, to explain their concerns and try to work out a solution. After discussion and brain-storming ideas it was agreed that Anna would prepare the afternoon tea at the usual time and place any food/drink that needed to be refrigerated on a shelf in the fridge for an educator to collect. It was agreed that the new routine would be introduced the following day. The room leader thanked Anna for her support. a. What is the problem that needs to be solved? CHC30121 Certificate III in Early Childhood Education and Care Page 12 of 27

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They're having trouble timing afternoon tea for when the kids wake up from their afternoon nap. Children are currently given a cuddle when they wake up and then seated at the table for afternoon tea. b. Why is this a problem? Because some children are not ready to eat, while others simply want to sit on an educator's lap or play (others are still sleeping). c. What change do educators want to put in place? Educators want afternoon tea given 30 minutes later so they may better satisfy the children's unique needs. This, according to the cook, will not work because it conflicts with her end time. d. How did the educators collaborate to reach an agreement? After much discussion and brainstorming, it was decided that Anna would make the afternoon tea as normal and set any food or drink that needed to be refrigerated on a shelf in the refrigerator for an educator to collect. Reference: Kearns, K. (2020) The Big Picture , 5th edition Question 28 These questions require you to demonstrate your knowledge to convey information clearly and concisely. CHC30121 Certificate III in Early Childhood Education and Care Page 13 of 27

Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 1 (page 20) Figure 1.8 ‘The educator-parent communication form’ Read the scenario then answer the question below. Sharing information Educator Kayla noticed Tom (4 years 2 months) was sitting alone on the seat outdoors watching the other children play. Kayla sat next to Tom. Kayla: Hi Tom, don’t you feel like playing with your friends today? Tom: No I’m sad today. Kayla: Oh, why are you sad Tom? Tom: Because my dad had to go on an aeroplane and he will be gone for 10 sleeps! Kayla: I can see why that makes you sad. You’ll miss him. Tom: I don’t like it when he goes away. Kayla: Maybe you could work on something to give to your dad as a surprise when he gets back. What could we do I wonder? Tom: I know, I could make a book and do drawing and you could help me write. Kayla: Great idea. How about I get some paper and pens so we can get started? Tom: Yeah! Later that day Kayla asked her colleague, Jack, who would be on the early shift tomorrow, if he could check to make sure Tom is OK and ask if he would like to work on his book. Kayla also wanted to ensure Tom’s mother is aware of his feelings so she wrote a note in the communication book. Using Figure 1.8 on page 20 of The Big Picture as a guide, complete the educator-parent communication form for Kayla based on the information in the scenario. CHC30121 Certificate III in Early Childhood Education and Care Page 14 of 27

Educator – Parent Communication Form Name of child: Tom (4 years 2 months) Date: 10/06/xx From: Kayla To: Susan Brown Subject: Tom was sad What happened ● Tom was sad because dad had to go on an aeroplane, and he will be gone for 10 sleeps. What we did ● I reassured him and asked him if he could work on something to give to his dad as a surprise when he gets back. Follow-up ● Hope Tom is OK. Are you aware of the Tom’s feelings? C ONFLICT RESOLUTION This question requires you to demonstrate that you can apply the skills necessary to effectively engage in conflict resolution in the workplace. Question 29 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 1 (pp. 21-22) Figure 1.9 ‘Twelve skills necessary for effective conflict resolution’ Reading National Quality Standard (A4 Poster) (2018). Australian Children’s Education & Care Quality Authority (ACECQA) https://www.acecqa.gov.au/media/23171 [Or visit the ACECQA website > National Quality Framework > National Quality CHC30121 Certificate III in Early Childhood Education and Care Page 15 of 27

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Standard, scroll down to download the 2018 National Quality Standard A4 Poster] Read the scenario and answer the questions below. Conflict There is tension in the 2-3’s room. Educator Anna (Certificate III educator) complains to Edith (room leader). Anna thinks that Edith favours Kula (Certificate III educator). Anna alleges that Edith assigns most of the house keeping duties to her, while giving Kula more opportunities to work directly with the children. Edith reminds Anna that she is the room leader and will allocate work as she sees fit. She tells Anna that she should stop complaining and just get on with her work. The situation continues to escalate. Anna now only speaks to Edith and Kula when absolutely necessary. Kula offers to share more of the house keeping tasks with Anna but Edith refuses, saying Anna needs to learn that she is not in charge. Parents are now beginning to comment on the tension in the room. Director Pete intervenes and asks to meet with the team to resolve the conflict. Pete: I’m concerned about the tension in the room and the breakdown in communication. I’m also concerned that parents have noticed this tension. I’m sure the children are also beginning to notice that the atmosphere is not a happy one. a. Who is involved in the conflict? Educator Anna (Certificate III educator) and Edith (room leader) is involved in the conflict. b. What is the problem from the perspective of the Director? Director is concerned about the tense atmosphere and lack of communication in the room. Especially concerned that tension has been noted by parents. He is sure the kids are starting to notice that the atmosphere isn't pleasant. c. What is the problem from the perspective of Anna? Anna claims that Edith delegates most of the housekeeping responsibilities to her while giving Kula more opportunities to work directly with the kids. CHC30121 Certificate III in Early Childhood Education and Care Page 16 of 27

d. What is the problem from the perspective of Edith? Edith reminds Anna that she is in charge of the room and will assign tasks as she sees fit. She encourages Anna that she should stop complaining and focus on her work instead. e. Why is it important to resolve this conflict? It is important to resolve this conflict because parents are starting to notice the tense atmosphere in the classroom. f. Refer to QA 4.2.1 Professional collaboration and QA 4.2.2 Professional standards. Explain why the service is not currently meeting these standards. According to QA 4.2.1 Professional collaboration and QA 4.2.2 Professional standards It is the provision of trained and experienced educators who form warm, respectful connections with children, create predictable surroundings, and encourage children's active participation in the learning programme, however there is a disagreement among the team members in this scenario. g. How might Anna be feeling? Anna now only speaks to Edith and Kula when absolutely necessary. h. How might Edith be feeling? Edith feels Anna needs to learn that she is not in charge. i. What compromise could Edith make to resolve the problem? Well-defined strategies for resolving conflicts or challenges must be in place. A positive mindset and the desire of all team members to collaborate towards a win–win end is also critical. CHC30121 Certificate III in Early Childhood Education and Care Page 17 of 27

I NVESTIGATE THEORIES AND CONTEMPORARY RESEARCH This question requires you to demonstrate that you can investigate theories and contemporary issues as they relate to children’s education and care. Question 30 Reading Early Childhood Australia blog: The Spoke. http://thespoke.earlychildhoodaustralia.org.au/ Visit The Spoke blog using the link above. Use the ‘Categories’ sidebar to select a current issue in early childhood education and care that is of interest to you. a. Using bullet points explain why this topic is of interest to you as a beginning educator . Music education and play-based learning:  Music is not a central component of this pedagogy, perhaps due to the perception that music education is consists of rote instruction, practicing scales and reading notation.  The majority of children's learning occurs while they are playing, and as educators, it is crucial that we support children's learning via play.  We already design activities that promote play and support everything from social development to STEM learning. b. Select one article under your chosen Category, then record the name of the article, author and date of publication below. Name of the article: Music education and play-based learning Author: Amy Rothe Date of publication: June 20, 2022 c. Using bullet points provide a brief summary of the key points presented in the article.  Young minds benefit from music, and music education helps a variety of early life CHC30121 Certificate III in Early Childhood Education and Care Page 18 of 27

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developmental and learning goals.  Children can express their creativity and independently explore music through musical play.  The youngsters won't learn to play Mozart from our modelling on the instruments, but they will learn how to treat the instruments with respect and produce noises on them. They will learn about the wonder of play as a tool for learning as well as the delight that music-making gives. Question 31 Reading Articles about approaches to early childhood education . Care for kids website. Approaches To Early Childhood Education Articles - CareforKids.com.au Child development theories focus on exploring how children change and grow over the course of childhood. Visit the website above and choose two different theories/research that you find interesting. For each one, write a short paragraph of 100-200 words about the theory. An example has been given to help you answer this question. Theory/research Summary The Pikler approach This approach suggests that babies and children need certain conditions to be in place to enhance their physical and intellectual education and development. There are 7 key principles that are followed: 1. Full attention – carers and parents should not multitask when engaging with children. 2. Slow down – The environment should be calm and slow. 3. Build trust and work on your relationship during caring activities – CHC30121 Certificate III in Early Childhood Education and Care Page 19 of 27

routine care tasks such as nappy changing and dressing are opportunities to bond with children. 4. ‘With’ and not ‘to’ – Babies are active participants, and carers should talk to them every step of the way. 5. Babies should not be put in a position they couldn’t put themselves in – babies should only be in positions they can get themselves in, so it is not advised to use walkers or prams 6. Babies need uninterrupted play time – this helps to develop confidence and self esteem 7. Carers should tune-in respectfully - It is important to pay attention to children’s verbal and physical cues The Froebel Approach Froebel devised a programme focused on "play and activity" and creative nurture to assist young children develop and grow. A Froebel education's fundamental purpose is to educate the full kid in all areas of development: socially, academically, emotionally, physically, and spiritually. The Froebel Approach emphasises: 1.Learning comes via play: Play satisfies our biological urge to figure out how things function. Play is purposeful, not idle, according to Froebel schooling, and meaning is produced via hands-on play activities. 2. Children can only learn what they are ready for: because they develop at different rates. They should be allowed to learn at their own pace. 3.The teacher should act as a mentor: Teachers should not be thought of as knowledge keepers, but rather as guides who may lead a kid to comprehension. 4. The classroom should be a well-organized space: Although Froebellian classrooms appear to be created for unstructured play, they are meticulously prepared, providing children with the tools and materials that are most suited to their needs. CHC30121 Certificate III in Early Childhood Education and Care Page 20 of 27

5. For young students, movement is essential: Finger plays, music, and many types of movement abound in Froebellian classrooms. The Montessori approach The Montessori method is examined in the context of early childhood education. Although the Montessori method is taught from birth to high school, this article focuses on early childhood education, specifically ages 0 to 6. The Montessori Method: 1. The Three-hour Work Period: Each day, the three- to six-year- old class has one or two unbroken three-hour work periods. Children have three hours to choose and complete their own work during this time, and they are not compelled to participate in any outside play, group story time, circle time, music, or other activities that take time away from their own choice of activity. 2. Multiple-age groups: Children are divided into two groups based on their ages and abilities: zero to three and three to six. This, according to Montessori educators, promotes constant engagement, problem solving, child-to-child education, and socialisation. 3. Work centers: Children are free to walk around the room because the physical environment is organised by subject area. A child can work on any project or activity for as long as they like. 4. Teaching method: The Montessori approach encourages teachers to "teach by teaching, not by correcting," and children's efforts and accomplishments are valued as they are. 5. Teaching ratio: National standards govern this for children aged zero to six, but teachers are educated to support a child's investigation and exploration and capitalise on his or her CHC30121 Certificate III in Early Childhood Education and Care Page 21 of 27

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enthusiasm for a subject. Teachers do not give homework, determine what to study or read, or place limits on how far a student might pursue a passion. b. Think about your own personal values and beliefs when it comes to children and early childhood. In the space below, list eight words or things that you think are important when it comes to early childhood (e.g. laughter, fun, safety)  Play  Respect  Nurturing environment  Safety  Fun  Laughter  Communication  Personal space Student tip You will need to refer to this list of words when completing Workplace Task 4 – you might like to jot your list on a piece of paper and keep it in a safe place. c. How do your values and beliefs relate to one of the theories you researched in part a.? The Froebel Approach fundamental purpose is to educate the kid in all areas of development. According to my beliefs, it is important to educate the children in all areas of development includes socially, academically, emotionally, physically, and spiritually. R EFLECTIVE PRACTICE This question requires you to demonstrate your understanding of reflective practice and how it can be used by educators in the workplace. Question 32 CHC30121 Certificate III in Early Childhood Education and Care Page 22 of 27

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Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 3 (pp. 89-93) a. Reflection is an important daily part of your role as an educator. Read the EYLF definition on page 89 and the Big Picture glossary definition (page 374), and in your own words, describe what reflective practice is. Reflective practice involves learning from every day and unusual circumstances, as well as concerns and problems that educators face on a regular basis. It's a thorough analysis of not only what happened, but also why it happened. b. According to the EYLF, what is the intention of reflective practice? According to the EYLF, its goal is to gather data and generate insights that will help to support, inform, and enrich decision-making concerning children's education. c. In order for reflective practice to be meaningful, educators must take action to improve their practices or develop their skills. What are two of the questions the EYLF suggests educators should ask themselves? (page 92) EYLF suggests educators should ask themselves are:  What are some of my concerns regarding my job?  What is the source of my difficulty? d. Read Figure 3.9 ‘Example of a self-reflection – Ella’ on page 92. What did action did Ella take to improve her practices as an educator? Ella must develop nurturing relationships with the children. Her role also requires multitasking CHC30121 Certificate III in Early Childhood Education and Care Page 23 of 27

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and interacting with children to assist their learning and development while also considering how to document their progress or plan for the future. Reference: Kearns, K. (2020) The Big Picture , 5th edition A DVOCACY This question requires you to demonstrate your knowledge of the role of the early childhood educator in advocating for children and the sector. Question 33 Reading How to advocate as an early childhood professional. Early Childhood Australia Learning Hub. https://learninghub.earlychildhoodaustralia.org.au/elearning/how-to-avdocate-as- an-early-childhood-professional/ One of the roles of an educator is to advocate for children and the early childhood sector. a. Read the ‘ECA Code of Ethics’ section of the reading above and give two examples of how educators can demonstrate advocacy for children in early childhood services.  Ensure that all the young children you work with have a positive experience.  Ensure that every child's dignity and rights are always respected.  Collaborate with parents and "assist families in accessing services"  Collaborate with the community to improve the developmental outcomes of children. CHC30121 Certificate III in Early Childhood Education and Care Page 24 of 27

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b. Read the ‘ECA Code of Ethics’ section of the reading above and give two examples of how educators can demonstrate advocacy for children in the public /community. Advocacy for children in the public:  When advocating for young children, always act ethically.  Promote child-friendly communities and campaign for universal access to a variety of high-quality early childhood and school-aged care for all children.  To stay informed and participate in joint advocacy, join early children’s networks like Early Childhood Australia. Advocacy for children in the community:  Collaborate with individuals, services, and organisations to build shared understandings and actions that benefit children and families.  Learn about the contexts and ambitions of local communities in order to construct responsive programmes that will improve children's learning, development, and well- being.  Advocate for a society where all children have access to quality education and care using research and practice-based evidence. W ELLBEING This question requires you to demonstrate your knowledge of the importance of maintaining your own wellbeing, including: ● physical health ● mental health ● social/emotional well-being ● access to supports. CHC30121 Certificate III in Early Childhood Education and Care Page 25 of 27

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Question 34 Readings ● Taking care of ourselves. (2020) Karen Kearns ● Wellbeing tools for you. Beyou website https://beyou.edu.au/resources/tools-and-guides/wellbeing-tools-for-you a. According to the reading, what are the six key areas we need to focus on to maintain our own well-being as educators?  Establish good sleeping habits  Stick to a routine  Practice mindfulness and other relaxation techniques  Manage stress  Have fun  Nurture mental health b. Select two of these areas where you feel you could make changes to help improve your mental health and wellbeing. For each area, list two things you could do to improve them. An example has been done below to help you answer this question. Area for improvement Things I can do to improve my mental health and wellbeing Quality sleep ● Make sure I turn my phone off and put it away before 8:00 p.m. to help my mind switch off. ● Go to bed by 9:30 p.m. (instead of 11:00 p.m.) Stick to a routine  I must establish a regular sleep and wake routine and adhere to it as closely as possible.  Try some yoga or exercise at home. CHC30121 Certificate III in Early Childhood Education and Care Page 26 of 27

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Nurture mental health  I will adopt new practises to care for my mental health.  Practice yoga or meditation. c. Refer to ‘Beyou’ website above and list two resources that you could access if you felt you needed extra support.  Mental health services and support helplines  Responding to natural disasters CHC30121 Certificate III in Early Childhood Education and Care Page 27 of 27

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