Question 17 BIRTH TO BIG SCHOOL Textbook reference Birth to Big School (5th edition) by Karen Kearns Chapter 6 (pp. 217-225) Read the scenario and use the B.E.T.L.S tool to explain the child's behaviour. Harry Harry (4 years) has difficulty entering play situations with others. He is standing and watching as three children build roads and rivers in the digging patch. When the children go off to get some more water for their rivers, Harry deliberately stomps on and destroys their river bed. When the children return, Harry chants, 'Ha, ha, I wrecked your dumb rivers!' One of the children, Nate, yells at Harry and attempts to push him: We hate you Harry! Educator Trish intervenes: What's going on here? Harry: He pushed me! Nate: Well look what he did. He stomped on our rivers when we went to get some water! Trish: Harry, why did you destroy the rivers? Harry: Because they were dumb and stupid! Harry laughs and runs off. B.E.T.L.S Explanation Behaviour What is the child doing? Emotions What is/might the child be feeling? Thoughts What is/might the child be thinking? Learning What learning areas are affected? Social relationships What social areas are being affected?Question 18 BIRTH TO BIG SCHOOL Textbook reference Birth to Big School (5th edition) by Karen Kearns Chapter 6 (pp. 201-205) Read the scenario and answer the questions below. Rory Rory (2 years 11 months) has just moved up from the 2-3's room to the 3-4's room. Rory is an only child and he is still developing his self-regulation skills. He finds it difficult to share play materials and play spaces and has limited social skills. If he wants something, he simply takes it and then become upset if another child objects. The educator observes Rory take a train and some carriages from the track that Evan and Zavier (3.6 years) are building. Evan jumps up and takes the train and carriages off Rory. 'Give them back. We had them first!' Rory attempts to snatch them back and when this fails he throws himself on the floor, crying and screaming. a. List three factors that the educator should consider when responding to Rory. (e.g. consider Rory's stage of development, personality and the social/physical environment). b. How can the educator respond to Rory's distress in a way that demonstrates respect, reassurance and kindness? Question 19Read the scenario and answer the questions. Joseph Joseph (3 years 4 months) is the youngest of three boys. Joseph's family are active, sporty and outgoing. His parents describe Joseph as 'the odd one out'. They worry about him and wonder how he can be 'so different to the rest of the family'. His parents report that he doesn't like engaging in rough and tumble play like his brothers and doesn't like outdoor games. At home he prefers to play in his room with his Lego or trainset, draw or read books. Joseph has a number of sensory issues: He can't tolerate loud noises. He squats and places his hands over his ears. He will only wear soft, loose fitting clothing. He refuses to wear socks and will only wear his felt slippers. Educator Mitch has observed the following: Joseph has a 'slow to warm up' temperament - when arrives each day he likes to sit on the lounge and observe for around 15 minutes before talking to anyone or deciding on an activity. Joseph likes to position himself in quieter areas such as the library, the science area or the literacy corner. Although Joseph is a friendly child, he finds it difficult to play with groups of children (e.g. block or dramatic play) and instead prefers to play alone or with one other child. With the exception of social interactions, Joseph is progressing well in all domains of development. Joseph likes to read, draw, do challenging puzzles play with construction sets where he often creates elaborate structures. What Mitch plans to do 'Joseph's auditory (sound) and tactile (touch) sensitivity restrict his ability to interact and play with other children. I think an occupational therapist could help him to manage these sensory issues. I also think it would help Joseph if I rearranged the playroom to create private nooks and quiet spaces for him and a friend to play.' a. Suggest why Joseph's parents are worried about his behaviour.b. How does Joseph react to the physical environment at home and at the service? C. How is Joseph's temperament described? d. How is Joseph's personality described? e. What should Mitch share with the occupational therapist about Joseph's sensory issues? f . Why does Mitch believe that creating private nooks and quiet spaces might assist Joseph? . Based on Josephs interests, strengths and knowledge, list two items Mitch could add to the private nook and quiet spaces?Listening to children and talking about feelings This question requires you to demonstrate your knowledge of listening to, hearing and respecting views and feelings of each child. Question 21 BIG SCHOOL Textbook reference Birth to Big School (5th edition) by Karen Kearns Chapter 6 (pp.201-205) Read each scenario and suggest what the educator could say to demonstrate that he/she is listening to hearing and respecting the views and feelings of each child. An example has been provided to help you answer this question. Suggested educator response Scenario Two-year-old Ellie throws herself on the floor and 'Ellie, you're upset because you can't put your begins to cry. She is frustrated because she can't shorts on - can I help you?' put on her shorts. Two-year-old Vito begins to cry because he has splashed water on his t-shirt while pouring a drink. 'All wet', says Vito, looking very anxious. Three-year-old Giselle begins to cry as her mother waves goodbye. She puts her hands over her face and bows her head. Four-year-old Yasir is yelling at his friend Arthur, who accidentally knocked over Yasir's block construction. 'Look what you did! Now I have to make it all over again!' Yasir cries as he starts to rebuild his structure. Bella (4 years): 'Gina ripped my picture!' Gina (4 years) yells: 'Because she bumped me and ruined my picture. Now it's no good! I hate you Bella!' Bella: 'It was an accident and I said sorry!" Note: provide a response for Gina and a response for Bella) Four-year-old Finn has been very interested in dinosaurs for months but has had difficulty in the pronunciation of some of the dinosaur names. He was excited to share with the educators that he could pronounce 'Parasaurolophus'Ellie (5 years) had been working on a castle and moat with the educator. They had been discussing ideas for how they would best create the moat but the sides kept collapsing in. Ellie suggested they needed cement and asked the educator what they need to make the sand tougher . Educator Sam was showing the children photos of children playing from different countries around the world to deepen their understanding of other people and cultures. She was encouraging the children to look at similarities and differences between their play by asking open ended questions. Relationships with families These questions require you to demonstrate your knowledge of 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 demonstrating respect and understanding of the views of other professionals and families when communicating and interacting across cultures Question 22 BIRTH TO BIG SCHOOL Textbook reference Birth to Big School (5th edition) by Karen Kearns Chapter 6 (pp. 199-200) Reading National Quality Standard (A4 Poster) (2018). Australian Children's Education & Care Quality Authority (ACECOA) https://www.acecqa.gov.au/sites/default/files/2018-07/RevisedNOSHandoutA4.pdf [Or visit the ACECQA website > National Quality Framework > National Quality Standard, scroll down t download the 2018 National Quality Standard A4 Poster] Read the scenario and answer the questions.a. How is Kasih's behaviour regarded by her parents? b. How is Kasih's behaviour regarded by the educators? C . Using two-three dot points explain why both the beliefs of the family and the beliefs of the educators are valid. d. Explain why it is important for the educators to support Kasih to develop her social skills. Intelg e. To answer this question you will need to refer to your Reading: National Quality Standard Handout. The goals for Kasih focus on assisting her to build responsive relationships with her peers and the development of age-appropriate self-regulation skills. With reference to the NQS Handout, identify the element from 'QA5: Relationship with children' that most closely reflect the goals for Kasih.Reflecting on gender, culture and own beliefs This question requires you to demonstrate your knowledge of: . gender roles and how you can support gender equality in your role as an educator. . cultural beliefs and practices and how this can influence communication with children Question 29 Click on the link to watch the video 'Girl toys vs boy toys: The experiment', then answer the questions below. While you watch the video, reflect on your own beliefs about gender. Video Girl toys vs boy toys. (2017) BBC https://www.bbc.co.uk/programmes/p05cfsym [Or visit Google www.google.com.au and type 'Girl toys vs boy toys: The experiment and BBC video' into to your search engine.]a. what are some of your own values and beliefs in relation to gender roles/equality? (e.g. role males/females in relation to child rearing, work, sport etc.; how males/females should express emotions or take a leadership role) b. Reflect on the cultural foundation of your gender values/beliefs - how were they developed? What are some of your own cultural values and beliefs according to gender? (50-100 words) Think about your upbringing, and the beliefs/practice of your family around gender roles, spiritual beliefs, the toys and games you played, the books you read, the sports you played. C. List two things you as an educator can do to model a positive attitude to gender equality in your everyday activities, actions and conversations with children in the service. Question 30 Read the scenario and explain how the educator's cultural beliefs and practices have influence the way she communicates with children. Cultural beliefs and practices Zavart immigrated with her family from the middle east when she was 16 years old. In her culture gender roles are very polarised. Boys can engage in rough and tumble play while girls are expected to play quietly and help with household jobs. Zavart has been observed communicating these beliefs when talking to children.Alice and Zoe (3years) are playing with dragons and fairies in the dry riverbed. The girls have been busy making little houses and 'mountains' using wet sand and mud. As a result, the girls' clothing, arms and legs are muddy. Zavart: Alice and Zoe it's time to get ready for our story. Look how dirty you are! You need to go to the bathroom and get cleaned up. Little girls should keep themselves clean and pretty