silvana2009: 1: explain what it means to advocate for a child
2: when advocating for chn ,we are expected to seek the child's point of view and represent it to those involve
3: negotiation with parents or government bodies may be needed when advocating for chn
4: explain the right for chn and how u protect and advocate for these as a child care worker
5:A- explain the importance of challenging stereotypes of chn when they are communicated
b- give example of what kind of information u could provided to a co-worker who communicated stereotypes to u about child in care . how this information may challenge them to think about that child and all chn
6: having unrealistic expectation of chn could impact on way a child is treated in their family , community. explain how u can challenge and educate families and co-worker
7- three strategies you could use to promote chn abilities
chccn520c
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catchmeifucan
- Coach
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Re: chccn520c
Hi Soso,
I understand you are new to our forum and thats why I had advised you to read through our forum rules in your previous topic so you can become familiar with our rules & regulations when asking for help with assignments.
I understand you are new to our forum and thats why I had advised you to read through our forum rules in your previous topic so you can become familiar with our rules & regulations when asking for help with assignments.
"Forum Rules Section B-2:
When posting your topic, rather than simply typing the question and expecting it to be answered, please provide your answer or your understanding for that question so other members can help you with anything you may have missed or misunderstood. You must understand that our members are there to help you with your study and NOT for providing you with answers."
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silvana2009
- Participator
- Posts: 31
- Joined: Thu Aug 25, 2011 11:36 pm
Re: chccn520c
Q1:
Advocate
Speaking up for something that you care about makes you an advocate. Advocates make a difference by expressing their concerns and desires to friends, family, neighbours, and, ultimately, the people that have the power to make a change .You can advocate for anything-whether it's after-school activities at the community centre, new uniforms for the young people that play in the local Little League, or a more comprehensive sexuality education program at school. It only takes one person to make a difference!
Advocacy
To be an effective Advocate, the principles and values of Advocacy necessarily permeate everything you do. They are integral to your sense of self, your identity and how you conduct your life.
An advocate is one who speaks or pleads for another. The advocate actively supports a cause. Advocacy therefore is the function of the advocate. Advocacy in Latin means “to be called to stand beside”.
Each of us has at one stage or another argued the case for a cause or another person. Perhaps you supported a family member or a friend; or an environmental issue or a work issue. You may have voiced your support in the form of a letter, rally or protest or in conversation.
So to advocate for the rights and needs of children and young people is to speak, write or act on behalf of children; to protect, pursue and maintain new and existing rights and needs of children and young people.
In order to become an advocate for children and young people carers need to develop knowledge and skills beyond those required to support children‟s development and meeting the basic physical, learning and psychological needs. Carers need to understand how child advocacy developed and search their own values and belief systems. People who with children and young people will face ethical dilemmas on a daily basis but professional development through training and research will empower them to stand by children and young people and actively advocate for their rights and needs.
Q2:
Q3:
Negotiation is one of the most common approaches used to make decisions and manage disputes. It is also the major building block for many other alternative dispute resolution procedures.
Negotiation occurs between spouses, parents and children, managers and staff, employers and employees, professionals and clients, within and between organizations and between agencies and the public. Negotiation is a problem-solving process in which two or more people voluntarily discuss their differences and attempt to reach a joint decision on their common concerns. Negotiation requires participants to identify issues about which they differ, educate each other about their needs and interests, generate possible settlement options and bargain over the terms of the final agreement. Successful negotiations generally result in some kind of exchange or promise being made by the negotiators to each other. The exchange may be tangible (such as money, a commitment of time or a particular behavior) or intangible (such as an agreement to change an attitude or expectation, or make an apology).
Negotiation is the principal way that people redefine an old relationship that is not working to their satisfaction or establish a new relationship where none existed before. Because negotiation is such a common problem-solving process, it is in everyone's interest to become familiar with negotiating dynamics and skills. This section is designed to introduce basic concepts of negotiation and to present procedures and strategies that generally produce more efficient and productive problem solving.
CONDITIONS FOR NEGOTIATION
A variety of conditions can affect the success or failure of negotiations. The following conditions make success in negotiations more likely.
Identifiable parties who are willing to participate. The people or groups who have a stake in the outcome must be identifiable and willing to sit down at the bargaining table if productive negotiations are to occur. If a critical party is either absent or is not willing to commit to good faith bargaining, the potential for agreement will decline.
Interdependence. For productive negotiations to occur, the participants must be dependent upon each other to have their needs met or interests satisfied. The participants need either each other's assistance or restraint from negative action for their interests to be satisfied. If one party can get his/her needs met without the cooperation of the other, there will be little impetus to negotiate.
Readiness to negotiate. People must be ready to negotiate for dialogue to begin. When participants are not psychologically prepared to talk with the other parties, when adequate information is not available, or when a negotiation strategy has not been prepared, people may be reluctant to begin the process.
Means of influence or leverage. For people to reach an agreement over issues about which they disagree, they must have some means to influence the attitudes and/or behavior of other negotiators. Often influence is seen as the power to threaten or inflict pain or undesirable costs, but this is only one way to encourage another to change. Asking thought-provoking questions, providing needed information, seeking the advice of experts, appealing to influential associates of a party, exercising legitimate authority or providing rewards are all means of exerting influence in negotiations.
Agreement on some issues and interests. People must be able to agree upon some common issues and interests for progress to be made in negotiations. Generally, participants will have some issues and interests in common and others that are of concern to only one party. The number and importance of the common issues and interests influence whether negotiations occur and whether they terminate in agreement. Parties must have enough issues and interests in common to commit themselves to a joint decision-making process.
Will to settle. For negotiations to succeed, participants have to want to settle. If continuing a conflict is more important than settlement, then negotiations are doomed to failure. Often parties want to keep conflicts going to preserve a relationship (a negative one may be better than no relationship at all), to mobilize public opinion or support in their favor, or because the conflict relationship gives meaning to their life. These factors promote continued division and work against settlement. The negative consequences of not settling must be more significant and greater than those of settling for an agreement to be reached.
Unpredictability of outcome. People negotiate because they need something from another person. They also negotiate because the outcome of not negotiating is unpredictable. For example: If, by going to court, a person has a 50/50 chance of winning, s/he may decide to negotiate rather than take the risk of losing as a result of a judicial decision. Negotiation is more predictable than court because if negotiation is successful, the party will at least win something. Chances for a decisive and one-sided victory need to be unpredictable for parties to enter into negotiations.
A sense of urgency and deadline. Negotiations generally occur when there is pressure or it is urgent to reach a decision. Urgency may be imposed by either external or internal time constraints or by potential negative or positive consequences to a negotiation outcome. External constraints include: court dates, imminent executive or administrative decisions, or predictable changes in the environment. Internal constraints may be artificial deadlines selected by a negotiator to enhance the motivation of another to settle. For negotiations to be successful, the participants must jointly feel a sense of urgency and be aware that they are vulnerable to adverse action or loss of benefits if a timely decision is not reached. If procras- tination is advantageous to one side, negotiations are less likely to occur, and, if they do, there is less impetus to settle.
No major psychological barriers to settlement. Strong expressed or unexpressed feelings about another party can sharply affect a person's psychological readiness to bargain. Psychological barriers to settlement must be lowered if successful negotiations are to occur.
Issues must be negotiable. For successful negotiation to occur, negotiators must believe that there are acceptable settlement options that are possible as a result of participation in the process. If it appears that negotiations will have only win/lose settlement possibilities and that a party's needs will not be met as a result of participation, parties will be reluctant to enter into dialogue.
The people must have the authority to decide. For a successful outcome, participants must have the authority to make a decision. If they do not have a legitimate and recognized right to decide, or if a clear ratification process has not been established, negotiations will be limited to an information exchange between the parties. A willingness to compromise. Not all negotiations require compromise. On occasion, an agreement can be reached which meets all the participants' needs and does not require a sacrifice on any party's part. However, in other disputes, compromise--willingness to have less than 100 percent of needs or interests satisfied--may be necessary for the parties to reach a satisfactory conclusion. Where the physical division of assets, strong values or principles preclude compromise, negotiations are not possible.
The agreement must be reasonable and implementable. Some settlements may be substantively acceptable but may be impossible to implement. Participants in negotiations must be able to establish a realistic and workable plan to carry out their agreement if the final settlement is to be acceptable and hold over time.
External factors favorable to settlement. Often factors external to negotiations inhibit or encourage settlement. Views of associates or friends, the political climate of public opinion or economic conditions may foster agreement or continued turmoil. Some external conditions can be managed by negotiators while others cannot. Favorable external conditions for settlement should be developed whenever possible.
Resources to negotiate. Participants in negotiations must have the interpersonal skills necessary for bargaining and, where appropriate, the money and time to engage fully in dialogue procedures. Inadequate or unequal resources may block the initiation of negotiations or hinder settlement.
Q4:
Article 1 (Definition of the child): The Convention defines a 'child' as a person below the age of 18, unless the laws of a particular country set the legal age for adulthood younger. The Committee on the Rights of the Child, the monitoring body for the Convention, has encouraged States to review the age of majority if it is set below 18 and to increase the level of protection for all children under 18.
Article 2 (Non-discrimination): The Convention applies to all children, whatever their race, religion or abilities; whatever they think or say, whatever type of family they come from. It doesn’t matter where children live, what language they speak, what their parents do, whether they are boys or girls, what their culture is, whether they have a disability or whether they are rich or poor. No child should be treated unfairly on any basis.
Article 3 (Best interests of the child): The best interests of children must be the primary concern in making decisions that may affect them. All adults should do what is best for children. When adults make decisions, they should think about how their decisions will affect children. This particularly applies to budget, policy and law makers.
Article 4 (Protection of rights): Governments have a responsibility to take all available measures to make sure children’s rights are respected, protected and fulfilled. When countries ratify the Convention, they agree to review their laws relating to children. This involves assessing their social services, legal, health and educational systems, as well as levels of funding for these services. Governments are then obliged to take all necessary steps to ensure that the minimum standards set by the Convention in these areas are being met. They must help families protect children’s rights and create an environment where they can grow and reach their potential. In some instances, this may involve changing existing laws or creating new ones. Such legislative changes are not imposed, but come about through the same process by which any law is created or reformed within a country. Article 41 of the Convention points out the when a country already has higher legal standards than those seen in the Convention, the higher standards always prevail.
Article 5 (Parental guidance): Governments should respect the rights and responsibilities of families to direct and guide their children so that, as they grow, they learn to use their rights properly. Helping children to understand their rights does not mean pushing them to make choices with consequences that they are too young to handle. Article 5 encourages parents to deal with rights issues "in a manner consistent with the evolving capacities of the child". The Convention does not take responsibility for children away from their parents and give more authority to governments. It does place on governments the responsibility to protect and assist families in fulfilling their essential role as nurturers of children.
Article 6 (Survival and development): Children have the right to live. Governments should ensure that children survive and develop healthily.
Article 7 (Registration, name, nationality, care): All children have the right to a legally registered name, officially recognised by the government. Children have the right to a nationality (to belong to a country). Children also have the right to know and, as far as possible, to be cared for by their parents.
Article 8 (Preservation of identity): Children have the right to an identity – an official record of who they are. Governments should respect children’s right to a name, a nationality and family ties.
Article 9 (Separation from parents): Children have the right to live with their parent(s), unless it is bad for them. Children whose parents do not live together have the right to stay in contact with both parents, unless this might hurt the child.
Article 10 (Family reunification): Families whose members live in different countries should be allowed to move between those countries so that parents and children can stay in contact, or get back together as a family.
Every body responsible to protect the children right , so every has right means that every body including children also had the responsibility to respect the rights for other including other children and their parents.
@5:
Advocate
Speaking up for something that you care about makes you an advocate. Advocates make a difference by expressing their concerns and desires to friends, family, neighbours, and, ultimately, the people that have the power to make a change .You can advocate for anything-whether it's after-school activities at the community centre, new uniforms for the young people that play in the local Little League, or a more comprehensive sexuality education program at school. It only takes one person to make a difference!
Advocacy
To be an effective Advocate, the principles and values of Advocacy necessarily permeate everything you do. They are integral to your sense of self, your identity and how you conduct your life.
An advocate is one who speaks or pleads for another. The advocate actively supports a cause. Advocacy therefore is the function of the advocate. Advocacy in Latin means “to be called to stand beside”.
Each of us has at one stage or another argued the case for a cause or another person. Perhaps you supported a family member or a friend; or an environmental issue or a work issue. You may have voiced your support in the form of a letter, rally or protest or in conversation.
So to advocate for the rights and needs of children and young people is to speak, write or act on behalf of children; to protect, pursue and maintain new and existing rights and needs of children and young people.
In order to become an advocate for children and young people carers need to develop knowledge and skills beyond those required to support children‟s development and meeting the basic physical, learning and psychological needs. Carers need to understand how child advocacy developed and search their own values and belief systems. People who with children and young people will face ethical dilemmas on a daily basis but professional development through training and research will empower them to stand by children and young people and actively advocate for their rights and needs.
Q2:
Q3:
Negotiation is one of the most common approaches used to make decisions and manage disputes. It is also the major building block for many other alternative dispute resolution procedures.
Negotiation occurs between spouses, parents and children, managers and staff, employers and employees, professionals and clients, within and between organizations and between agencies and the public. Negotiation is a problem-solving process in which two or more people voluntarily discuss their differences and attempt to reach a joint decision on their common concerns. Negotiation requires participants to identify issues about which they differ, educate each other about their needs and interests, generate possible settlement options and bargain over the terms of the final agreement. Successful negotiations generally result in some kind of exchange or promise being made by the negotiators to each other. The exchange may be tangible (such as money, a commitment of time or a particular behavior) or intangible (such as an agreement to change an attitude or expectation, or make an apology).
Negotiation is the principal way that people redefine an old relationship that is not working to their satisfaction or establish a new relationship where none existed before. Because negotiation is such a common problem-solving process, it is in everyone's interest to become familiar with negotiating dynamics and skills. This section is designed to introduce basic concepts of negotiation and to present procedures and strategies that generally produce more efficient and productive problem solving.
CONDITIONS FOR NEGOTIATION
A variety of conditions can affect the success or failure of negotiations. The following conditions make success in negotiations more likely.
Identifiable parties who are willing to participate. The people or groups who have a stake in the outcome must be identifiable and willing to sit down at the bargaining table if productive negotiations are to occur. If a critical party is either absent or is not willing to commit to good faith bargaining, the potential for agreement will decline.
Interdependence. For productive negotiations to occur, the participants must be dependent upon each other to have their needs met or interests satisfied. The participants need either each other's assistance or restraint from negative action for their interests to be satisfied. If one party can get his/her needs met without the cooperation of the other, there will be little impetus to negotiate.
Readiness to negotiate. People must be ready to negotiate for dialogue to begin. When participants are not psychologically prepared to talk with the other parties, when adequate information is not available, or when a negotiation strategy has not been prepared, people may be reluctant to begin the process.
Means of influence or leverage. For people to reach an agreement over issues about which they disagree, they must have some means to influence the attitudes and/or behavior of other negotiators. Often influence is seen as the power to threaten or inflict pain or undesirable costs, but this is only one way to encourage another to change. Asking thought-provoking questions, providing needed information, seeking the advice of experts, appealing to influential associates of a party, exercising legitimate authority or providing rewards are all means of exerting influence in negotiations.
Agreement on some issues and interests. People must be able to agree upon some common issues and interests for progress to be made in negotiations. Generally, participants will have some issues and interests in common and others that are of concern to only one party. The number and importance of the common issues and interests influence whether negotiations occur and whether they terminate in agreement. Parties must have enough issues and interests in common to commit themselves to a joint decision-making process.
Will to settle. For negotiations to succeed, participants have to want to settle. If continuing a conflict is more important than settlement, then negotiations are doomed to failure. Often parties want to keep conflicts going to preserve a relationship (a negative one may be better than no relationship at all), to mobilize public opinion or support in their favor, or because the conflict relationship gives meaning to their life. These factors promote continued division and work against settlement. The negative consequences of not settling must be more significant and greater than those of settling for an agreement to be reached.
Unpredictability of outcome. People negotiate because they need something from another person. They also negotiate because the outcome of not negotiating is unpredictable. For example: If, by going to court, a person has a 50/50 chance of winning, s/he may decide to negotiate rather than take the risk of losing as a result of a judicial decision. Negotiation is more predictable than court because if negotiation is successful, the party will at least win something. Chances for a decisive and one-sided victory need to be unpredictable for parties to enter into negotiations.
A sense of urgency and deadline. Negotiations generally occur when there is pressure or it is urgent to reach a decision. Urgency may be imposed by either external or internal time constraints or by potential negative or positive consequences to a negotiation outcome. External constraints include: court dates, imminent executive or administrative decisions, or predictable changes in the environment. Internal constraints may be artificial deadlines selected by a negotiator to enhance the motivation of another to settle. For negotiations to be successful, the participants must jointly feel a sense of urgency and be aware that they are vulnerable to adverse action or loss of benefits if a timely decision is not reached. If procras- tination is advantageous to one side, negotiations are less likely to occur, and, if they do, there is less impetus to settle.
No major psychological barriers to settlement. Strong expressed or unexpressed feelings about another party can sharply affect a person's psychological readiness to bargain. Psychological barriers to settlement must be lowered if successful negotiations are to occur.
Issues must be negotiable. For successful negotiation to occur, negotiators must believe that there are acceptable settlement options that are possible as a result of participation in the process. If it appears that negotiations will have only win/lose settlement possibilities and that a party's needs will not be met as a result of participation, parties will be reluctant to enter into dialogue.
The people must have the authority to decide. For a successful outcome, participants must have the authority to make a decision. If they do not have a legitimate and recognized right to decide, or if a clear ratification process has not been established, negotiations will be limited to an information exchange between the parties. A willingness to compromise. Not all negotiations require compromise. On occasion, an agreement can be reached which meets all the participants' needs and does not require a sacrifice on any party's part. However, in other disputes, compromise--willingness to have less than 100 percent of needs or interests satisfied--may be necessary for the parties to reach a satisfactory conclusion. Where the physical division of assets, strong values or principles preclude compromise, negotiations are not possible.
The agreement must be reasonable and implementable. Some settlements may be substantively acceptable but may be impossible to implement. Participants in negotiations must be able to establish a realistic and workable plan to carry out their agreement if the final settlement is to be acceptable and hold over time.
External factors favorable to settlement. Often factors external to negotiations inhibit or encourage settlement. Views of associates or friends, the political climate of public opinion or economic conditions may foster agreement or continued turmoil. Some external conditions can be managed by negotiators while others cannot. Favorable external conditions for settlement should be developed whenever possible.
Resources to negotiate. Participants in negotiations must have the interpersonal skills necessary for bargaining and, where appropriate, the money and time to engage fully in dialogue procedures. Inadequate or unequal resources may block the initiation of negotiations or hinder settlement.
Q4:
Article 1 (Definition of the child): The Convention defines a 'child' as a person below the age of 18, unless the laws of a particular country set the legal age for adulthood younger. The Committee on the Rights of the Child, the monitoring body for the Convention, has encouraged States to review the age of majority if it is set below 18 and to increase the level of protection for all children under 18.
Article 2 (Non-discrimination): The Convention applies to all children, whatever their race, religion or abilities; whatever they think or say, whatever type of family they come from. It doesn’t matter where children live, what language they speak, what their parents do, whether they are boys or girls, what their culture is, whether they have a disability or whether they are rich or poor. No child should be treated unfairly on any basis.
Article 3 (Best interests of the child): The best interests of children must be the primary concern in making decisions that may affect them. All adults should do what is best for children. When adults make decisions, they should think about how their decisions will affect children. This particularly applies to budget, policy and law makers.
Article 4 (Protection of rights): Governments have a responsibility to take all available measures to make sure children’s rights are respected, protected and fulfilled. When countries ratify the Convention, they agree to review their laws relating to children. This involves assessing their social services, legal, health and educational systems, as well as levels of funding for these services. Governments are then obliged to take all necessary steps to ensure that the minimum standards set by the Convention in these areas are being met. They must help families protect children’s rights and create an environment where they can grow and reach their potential. In some instances, this may involve changing existing laws or creating new ones. Such legislative changes are not imposed, but come about through the same process by which any law is created or reformed within a country. Article 41 of the Convention points out the when a country already has higher legal standards than those seen in the Convention, the higher standards always prevail.
Article 5 (Parental guidance): Governments should respect the rights and responsibilities of families to direct and guide their children so that, as they grow, they learn to use their rights properly. Helping children to understand their rights does not mean pushing them to make choices with consequences that they are too young to handle. Article 5 encourages parents to deal with rights issues "in a manner consistent with the evolving capacities of the child". The Convention does not take responsibility for children away from their parents and give more authority to governments. It does place on governments the responsibility to protect and assist families in fulfilling their essential role as nurturers of children.
Article 6 (Survival and development): Children have the right to live. Governments should ensure that children survive and develop healthily.
Article 7 (Registration, name, nationality, care): All children have the right to a legally registered name, officially recognised by the government. Children have the right to a nationality (to belong to a country). Children also have the right to know and, as far as possible, to be cared for by their parents.
Article 8 (Preservation of identity): Children have the right to an identity – an official record of who they are. Governments should respect children’s right to a name, a nationality and family ties.
Article 9 (Separation from parents): Children have the right to live with their parent(s), unless it is bad for them. Children whose parents do not live together have the right to stay in contact with both parents, unless this might hurt the child.
Article 10 (Family reunification): Families whose members live in different countries should be allowed to move between those countries so that parents and children can stay in contact, or get back together as a family.
Every body responsible to protect the children right , so every has right means that every body including children also had the responsibility to respect the rights for other including other children and their parents.
@5:
Re: chccn520c
Hi SoSo,
It's great to see you found responses to the questions you've asked and you have obviously done your research... just one thing... did you copy and paste the infor or write it in your own words? Please make sure that you write the answer in your own words rather than just copying any info you found. You can fail a subject for for doing that and I wouldn't want it to happen to anyone... However I really apprecaite that you came back and posted a response.
You didn't respond to Q2 or Q5 so I'm assuming that you haven't found any info for that...
Being a child's advocate means you are their voice and you need to consider all aspects of their life—educationally, medically, and socially. You should be able to back up your views by examining the child's abilities and challenges from what you have documented, experienced and witnessed.
Hope this statement can head you in the right direction...
Have a read through the following post made by one of our members discussing stereotypes. Here is the link: http://www.aussiechildcarenetwork.com/v ... f=35&t=437
Let me know how it goes...
Cheers
,
L.A
It's great to see you found responses to the questions you've asked and you have obviously done your research... just one thing... did you copy and paste the infor or write it in your own words? Please make sure that you write the answer in your own words rather than just copying any info you found. You can fail a subject for for doing that and I wouldn't want it to happen to anyone... However I really apprecaite that you came back and posted a response.
You didn't respond to Q2 or Q5 so I'm assuming that you haven't found any info for that...
when advocating for chn ,we are expected to seek the child's point of view and represent it to those involved
Being a child's advocate means you are their voice and you need to consider all aspects of their life—educationally, medically, and socially. You should be able to back up your views by examining the child's abilities and challenges from what you have documented, experienced and witnessed.
Hope this statement can head you in the right direction...
give example of what kind of information u could provided to a co-worker who communicated stereotypes to u about child in care . how this information may challenge them to think about that child and all chn
Have a read through the following post made by one of our members discussing stereotypes. Here is the link: http://www.aussiechildcarenetwork.com/v ... f=35&t=437
Let me know how it goes...
Cheers
,L.A
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silvana2009
- Participator
- Posts: 31
- Joined: Thu Aug 25, 2011 11:36 pm
Re: chccn520c
do you think my answer for Q5 its right
5:
A:
Being a child's advocate means you are their voice and you need to consider all aspects of their life—educationally, medically, and socially. You should be able to back up your views by examining the child's abilities and challenges from what you have documented, experienced and witnessed. Having rainbow families in your centre’s community may create a positive opportunity to question gender stereotypes in creative ways. To show children that men can be nurturers, and women can use power tools!
By questioning children’s assumptions about who can be a parent, or wear a dress, or like a specific colour, you can give children the opportunity to explore the role of gender in society, and open up possibilities for their own choices.
This will help create environments that are welcoming, inclusive and respectful of both children in rainbow families, and of broader diversity amongst children
B:
• Have more than one “male” and “female” doll in the play space or dolls house, as well as dolls of different ages and ethnicities. In the cubby house, put up pictures of women and men taking on different household tasks. You might ask the children’s families to bring in pictures of themselves working around the house: cooking, gardening, doing the washing up or feeding the baby. Make recipe books with the children, encouraging everyone to take turns “shopping” for the ingredients, doing the “cooking”, and cleaning up the kitchen. provide a range of dress ups and toys to allow children to explore different roles or different stories. Read books that open up the possibilities about what girls and boys can be or do. Play a questioning game where children bring in a favourite soft toy to show everyone. Ask if the toy is a girl or a boy, and how they know this. Ask questions like, “Is it their colour? . Sometimes children “police” each other around gender. Children might tell two girls who play “getting married” that they can’t because they are both girls, or a boy who dresses up in dress and beads that those are “girl” clothes. As a staff member, you can ask simple questions like, “But why can’t Sam wear a dress if he wants too?”, or “Why did you say that Nina and Anoka can’t get married?”. This may provide a unique opportunity for children to gain some awareness about why they see the world the way they do.
5:
A:
Being a child's advocate means you are their voice and you need to consider all aspects of their life—educationally, medically, and socially. You should be able to back up your views by examining the child's abilities and challenges from what you have documented, experienced and witnessed. Having rainbow families in your centre’s community may create a positive opportunity to question gender stereotypes in creative ways. To show children that men can be nurturers, and women can use power tools!
By questioning children’s assumptions about who can be a parent, or wear a dress, or like a specific colour, you can give children the opportunity to explore the role of gender in society, and open up possibilities for their own choices.
This will help create environments that are welcoming, inclusive and respectful of both children in rainbow families, and of broader diversity amongst children
B:
• Have more than one “male” and “female” doll in the play space or dolls house, as well as dolls of different ages and ethnicities. In the cubby house, put up pictures of women and men taking on different household tasks. You might ask the children’s families to bring in pictures of themselves working around the house: cooking, gardening, doing the washing up or feeding the baby. Make recipe books with the children, encouraging everyone to take turns “shopping” for the ingredients, doing the “cooking”, and cleaning up the kitchen. provide a range of dress ups and toys to allow children to explore different roles or different stories. Read books that open up the possibilities about what girls and boys can be or do. Play a questioning game where children bring in a favourite soft toy to show everyone. Ask if the toy is a girl or a boy, and how they know this. Ask questions like, “Is it their colour? . Sometimes children “police” each other around gender. Children might tell two girls who play “getting married” that they can’t because they are both girls, or a boy who dresses up in dress and beads that those are “girl” clothes. As a staff member, you can ask simple questions like, “But why can’t Sam wear a dress if he wants too?”, or “Why did you say that Nina and Anoka can’t get married?”. This may provide a unique opportunity for children to gain some awareness about why they see the world the way they do.
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silvana2009
- Participator
- Posts: 31
- Joined: Thu Aug 25, 2011 11:36 pm
Re: chccn520c
can you help me with Q 6 and 7 i dont have any idea about them and my assessments due next Monday
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catchmeifucan
- Coach
- Posts: 358
- Joined: Sat Mar 27, 2010 7:17 pm
Re: chccn520c
Hi Silvana,
I dont think you get it...Let me quote L.A's remark and I think that this is very very important to all students!! (Sorry I am not screaming...just want this to stand out since this is important)
now, eventhough she had mentioned this, you then reply back with your response to the questions for which the whole answer is nothing but "Copy & Paste!!!" May I ask you, do you always copy & paste the answers for all assignments?? Why do you do that??? Do you know that this is plagiarism and you will be penalised big time or even failed if you get caught?? Let me show you some example from your answer:
This is your answer:
You copied this part exactly from L.A's post above! You didnt even change one bit! not even "the"!
What is rainbow family? It doesnt even make sense and its so very obvious that you had copied bits and pieces from different places. So I quickly googled that line and I found that this line was copied "exactly" from "How children play: challenging myths and stereotypes" pdf.
The same goes for the above as well. Guess what - copied & pasted! I dont understand this. On the top of that you expect us to check if your answer is correct or not eventhough you have copied it literally. This is not right...
You should be glad that this was picked up by us and not your tutor. You have to be very careful and I dont understand why u cant write the answer in your own words.
I am afraid to say that we (the support team & moderators) will not be assisting you any further until you change your approach. We only wish to help students who genuinely need help in some real hard assignment questions but it appears that you are just trying to get the answers and not willing to do the hard work. We dont want people to think "Oh, if I need the answer, I will go to Aussie Childcare Network!". Thats not why we developed this site and we do not want a reputation like that when we are genuinely trying to help others.
I dont think you get it...Let me quote L.A's remark and I think that this is very very important to all students!! (Sorry I am not screaming...just want this to stand out since this is important)
"did you copy and paste the infos or write it in your own words? Please make sure that you write the answer in your own words rather than just copying any info you found. You can fail a subject for doing that and I wouldn't want it to happen to anyone... "
now, eventhough she had mentioned this, you then reply back with your response to the questions for which the whole answer is nothing but "Copy & Paste!!!" May I ask you, do you always copy & paste the answers for all assignments?? Why do you do that??? Do you know that this is plagiarism and you will be penalised big time or even failed if you get caught?? Let me show you some example from your answer:
This is your answer:
"Being a child's advocate means you are their voice and you need to consider all aspects of their life—educationally, medically, and socially. You should be able to back up your views by examining the child's abilities and challenges from what you have documented, experienced and witnessed."
You copied this part exactly from L.A's post above! You didnt even change one bit! not even "the"!
"Having rainbow families in your centre’s community may create a positive opportunity to question gender stereotypes in creative ways. To show children that men can be nurturers, and women can use power tools!"
What is rainbow family? It doesnt even make sense and its so very obvious that you had copied bits and pieces from different places. So I quickly googled that line and I found that this line was copied "exactly" from "How children play: challenging myths and stereotypes" pdf.
"By questioning children’s assumptions about who can be a parent, or wear a dress, or like a specific colour, you can give children the opportunity to explore the role of gender in society, and open up possibilities for their own choices.
This will help create environments that are welcoming, inclusive and respectful of both children in rainbow families, and of broader diversity amongst children"
The same goes for the above as well. Guess what - copied & pasted! I dont understand this. On the top of that you expect us to check if your answer is correct or not eventhough you have copied it literally. This is not right...
You should be glad that this was picked up by us and not your tutor. You have to be very careful and I dont understand why u cant write the answer in your own words.
I am afraid to say that we (the support team & moderators) will not be assisting you any further until you change your approach. We only wish to help students who genuinely need help in some real hard assignment questions but it appears that you are just trying to get the answers and not willing to do the hard work. We dont want people to think "Oh, if I need the answer, I will go to Aussie Childcare Network!". Thats not why we developed this site and we do not want a reputation like that when we are genuinely trying to help others.
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silvana2009
- Participator
- Posts: 31
- Joined: Thu Aug 25, 2011 11:36 pm
Re: chccn520c
because my English second language and its hard for me , i dont have any one to help me .
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silvana2009
- Participator
- Posts: 31
- Joined: Thu Aug 25, 2011 11:36 pm
Re: chccn520c
i dont what to do with this assessment
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catchmeifucan
- Coach
- Posts: 358
- Joined: Sat Mar 27, 2010 7:17 pm
Re: chccn520c
Hi Silvana,
Fair enough..But this is my point - even if english is not your first language, this does not mean that you can reproduce answers by copying from somewhere else. Dont take this as a negative criticism rather take it like a constructive advise you need to work on. For example, if your tutor fails you cuz u copied & pasted the answers, they will not accept the excuse that english is your second language. This is a very logic factor when it comes to studying. It is not easy, but you need to work on it. If you have trouble with english, then it means you need to work harder. But you cannot learn if you do not try.
I can see that you did put in some effot to do the research in finding the info..But rather than copying it exactly, you have to make an effort to try and understand it and answer it yourself. First you have to try and write the answers in your words even if the grammer and english is wrong..later you can work on your english and make the neccessary correction to construct your answer to a proper english sentence. that's the right way to do. My point here is - You have to try! This is all part of the learning experience.
Listen, we can help you if you genuinely need help. But you need to do the hard work yourself! You cannot expect to get the answers easy just because you are not fluent with english. I hope you understand what I am trying to say..
Fair enough..But this is my point - even if english is not your first language, this does not mean that you can reproduce answers by copying from somewhere else. Dont take this as a negative criticism rather take it like a constructive advise you need to work on. For example, if your tutor fails you cuz u copied & pasted the answers, they will not accept the excuse that english is your second language. This is a very logic factor when it comes to studying. It is not easy, but you need to work on it. If you have trouble with english, then it means you need to work harder. But you cannot learn if you do not try.
I can see that you did put in some effot to do the research in finding the info..But rather than copying it exactly, you have to make an effort to try and understand it and answer it yourself. First you have to try and write the answers in your words even if the grammer and english is wrong..later you can work on your english and make the neccessary correction to construct your answer to a proper english sentence. that's the right way to do. My point here is - You have to try! This is all part of the learning experience.
Listen, we can help you if you genuinely need help. But you need to do the hard work yourself! You cannot expect to get the answers easy just because you are not fluent with english. I hope you understand what I am trying to say..
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catchmeifucan
- Coach
- Posts: 358
- Joined: Sat Mar 27, 2010 7:17 pm
Re: chccn520c
BTW, if you need help, tell us what questions you are having trouble with, tell us what you understand from it so far and how you would answer it (in your own words)! We will then have a look and guide you from there.
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silvana2009
- Participator
- Posts: 31
- Joined: Thu Aug 25, 2011 11:36 pm
Re: chccn520c
thx for ur advice i will try again
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fchaudari76
- Scholar
- Posts: 1187
- Joined: Wed Apr 27, 2011 8:51 pm
Re: chccn520c
If you are having problems, since English is not your native language study providers will often have support for students
I was working with a chinese lady who was doing her Diploma and was having difficulties & TAFE said they would find a translator for her, at least someone who could explain the questions to her in Chinese so she understood what exactly the questions were asking of her.
I understand it is easy to copy paste answers but this is risky as anyone who has previously marked your assignments in your words will know straightaway that you have just copied the answer from somewhere and you can be repremanded for plagerism .... at a university level this can actually lead to being suspended, so it is very risky indeed
I was teaching a university student and asked her to do a book review and from reading 2 lines i knew she had just copied it from somewhere else as it was just too well written compared to previous work she had handed in, i asked her and she admitted she had just copy pasted it off the internet!
Even if you english is not good, try to use your own words, usually people marking will understand what you are trying to say and if not they will ask you
I was working with a chinese lady who was doing her Diploma and was having difficulties & TAFE said they would find a translator for her, at least someone who could explain the questions to her in Chinese so she understood what exactly the questions were asking of her.
I understand it is easy to copy paste answers but this is risky as anyone who has previously marked your assignments in your words will know straightaway that you have just copied the answer from somewhere and you can be repremanded for plagerism .... at a university level this can actually lead to being suspended, so it is very risky indeed
I was teaching a university student and asked her to do a book review and from reading 2 lines i knew she had just copied it from somewhere else as it was just too well written compared to previous work she had handed in, i asked her and she admitted she had just copy pasted it off the internet!
Even if you english is not good, try to use your own words, usually people marking will understand what you are trying to say and if not they will ask you
