Childcare Work Placement - Providing Care (observation child must be between 2-5 years old)

Questions:

1. Describe three strategies you would use to transition a child into the service.

2. Identify three signs of stress at separation in children and two ways you would two ways you would minimise distress.

3. Describe two signs of distress in parents or primary carer and two ways you would you reassure a parent/primary carer?

4. Give one example of how you implemented the service behaviour guidancepolicy?

5. Give one example of an occasion where you have organised the environment, resources or routines to minimise times when children are likely to experience stress or frustration?

Note: Question guidances' has been shown in the photos

Part 2.1 Topic 1: Meal and snack times: the student supervised children and created a Date: Assessor Observation: relaxed unhurried mealtime routine. i. Appropriate communication and interactions to promote an unhurried relaxed Time: routine. ii. Encourage children's autonomy and supervised the children during eating and drinking Strategies include: Sat with children during meals and encouraged and engaged in sustained conversations. Followed the children's lead didn't dominate the conversation. Sensitively responded to children's communication, both verbal and non-verbal. Role modelled positive interactions. Interactions demonstrated care and respect- unhurried, relaxed; the student responded promptly to non-verbal and verbal requests and comments and respected children's food preferences, didn't force children to eat. Took time to discuss the health benefits of the food and enjoyment of the food. Children were given as much time as they required during the meal and were not rushed. Os OUS Supervised and interacted while children are eating - close supervision, scaned the environment and moved around looking at each child. [Journal 2.1i, Journal 2.1ii] 2.2 Meet clothing needs: the student assisted children to meet their clothing needs. Date: Assessor Observation: i. Supported the children's and family's clothing preferences. ii. Assisted children to dress or undress themselves and how you acknowledged their attempts and achievements. Strategies include: Sensitive and inclusive communication regarding cultural clothing preferences described - acknowledging children's clothing preferences, cultural practices and uses non-gender stereotypical language when talking about clothing or differences in clothing with children. Responded positively to children's requests for assistance, attempts, achievements and varying abilities and confidence at dressing or undressing. . Promoted self-help skills when dressing- explaining, demonstrating, physically supporting, providing equipment or resources to assist.. Communication was supportive and encouraging-described actions of the child, commented on how they must feel proud of accomplishments, used body language or gestures promoting physical activity. Os Ous Interactions demonstrated care and respect - warm tone of voice, took time to interact and support child, maintained eye contact, facial gestures and body language were open and approachable. [Journal 2.2i, Journal 2.2ii] 2.3 Toileting: The student supported children during toileting and toileting accidents. Date: Assessor Observation: Strategies include: Respectful, positive communication in response to protect child self-esteem when a toileting accident occurred; by acknowledging attempts and efforts, explaining this happens to all children. Ensured the child's privacy by assisting the child away from other children. [Journal 2.3i, Journal 2.3ii] Os Ous Handwashing: The student discussed the value of handwashing with a child or Date: Assessor Observation: 2.6 children. Strategies include: Used simple terms to explain why handwashing is effective in minimizing infectious diseases. Role modelled and reminded children of when to wash hands. Os Ous [Journal 2.6] 2.5 Promoted sun protection: The student has promoted sun protection with the Date: Assessor Observation: children. Strategies include:Reminded children to apply sunscreen and hats before going outside. Assisted with sunscreen application when required or supported children to do for themselves. Role modelled sun protection- wore hat and sunscreen and sun-safe clothing- long sleeves. Os Ous [Journal 2.5] 2.4 Supports children and families on arrival; The student supported three different Date: Assessor Observation: children and families on arrival to settle into care. Strategies include: Monitored for signs of distress and responded by offering physical comfort, offer child's comforter. Responded to a distressed child respectfully: offered physical comfort and /or verbal reassurance depending on child's preferences and needs- acknowledged child's feelings by describing them, stayed close to the child until they were calm and settled. Got down to the child's level. . Used a warm soft voice to reassure the child that parent will be back to collect them later. Offered child's comforter. Followed the child's usual separation routine. Did not restrain a child. Respected the child's and family's preferences, rituals and cultural practices at separation and support children and families on arrival. Encouraged the parent/career to stay and assist child settle and to say goodbye before leaving. Os Ous Suggested the child joins a favourite experience or routine that reflects their interests. Stayed with each child until they are well settled. [Journal 2.4i, Journal 2.4ii, Journal 2.4iii] 2.7 and Topic 2: Promotes physical activity of children. The student promoted physical play Date: Assessor Observation: 2.8 outdoors and assisted children to independently organise their play and use materials as they wish, so adults were not required to do things for the children. The student ensured the indoor play environment had appropriate ventilation, lighting and heating or cooling. Strategies include: Actively and enthusiastically joined in with children's physical activity allowing children to lead their play.Earin' I' 'I. I : 2.9 0 Encouraged participation according to age and level of abilities and comfort- did not force children to participate. 0 Provided stimulating resources that intrigue children. 0 Supported children to use equipment and materials as they wish. 0 Demonstrated how to use equipment if when requested. 0 Provided suitable when setting up environments for children inside. 0 Supervised children closely during physical activity. [Journal 2.?i, Journal 2.?ii,Journa| 2.8] Topic 3: Guiding children's behaviour: The student has: n acknowledged a child's or children's positive behaviour. a given gentle, positive reminders to guide children's behaviour. a supported the children to find a solution to a conflict. 0 set limits or rules with a child or children as a way to guide their behaviour. Strategies inclu de: 0 Accessed and read the service behaviour guidance policy. 0 Used positive comments to acknowledge appropriate behaviour choices. 0 Used positive language, reminders, gestures, facial expressions and tone of voice when guiding children's and discussing behaviours. 0 Monitored children behaviour during play and routines and supported interactions where there was a conict encouraging children to listen and treat each other with respect. 0 Used guidance techniques that, reect service behaviour guidance policy respectful responses include: redirecting children, distraction and assisting children to understand the problem and work out solutions to a conict. I Involved children in setting limits and oonsequenoes- discussed the problem or helps children identify the problem, asked children for possible solutions and consequences; assisted children to select the most appropriate for the situation and supported children to implement their solution. 0 Responded to children's expressions and non-verbal cues of distress, anger and frustration calmly and reassuringly. [Journals 2.9 ae] Date: Assessor Observation: Els :lUS 2.10 Topic 4: Encouraging children to respect similarities and differences. Date: Assessor Observation: The student has encouraged children to respect similarities and differences. Strategies include: Role models appropriate non-stereotypical language. Talks openly and positively about differences. Challenges stereotypical comments respectfully. Os Ous Use simple positive comments to help children see differences as a good thing. Help children appreciate that it's OK to be different. [ Journal 2.10]