CHCECE003 - Scenario: Scarlett - First Day Of FDC
Posted: Tue Jan 03, 2017 1:22 pm
if someone could check the completed answers and see if I'm on the right track and also help me with the incomplete answers, it would be a great help 
Scarlett is 3 years old, and has transitioned from Family day care one day a week to attending your service 2 days a week. Scarlets parents have spent several mornings visiting the service and becoming familiar with the environment and the educators. Scarlett’s friend Nikita also attends the service. Today Scarlett will start her first day on her own.
1. When planning ahead for the day, what strategies and practices could you implement to support Scarlett when she arrives? How would you plan your initial interactions with Scarlett and her family to develop an arrival routine that assists her to settle?
At 8.30am Scarlett arrives with her parents, and her friend Nikita has not yet arrived. Scarlett’s parents have to leave to go to work. She becomes very distressed and begins running for the door screaming to go home. Some of the other children come to see what is happening.
1.What would you do to support Scarlett with separation from her parents?
2. How will you support the parents at this time?
3. What will you do and say to encourage Scarlett to express her feelings in appropriate ways?
4. How could you involve other children in supporting Scarlett?
I would plan some group activities for her so that she can participate with the other children. As a role model, I will play with all the children. During the play time, I will ask Scarlett about her favourite game, colour etc. I will encourage all the children to play with her and share toys with her.
Later in the day you are observing her engaged in a learning experience when she stands up and tearfully looks down to the wet patch left on the mat where she was sitting.
5. How would you do to manage the incident in manner that protects Scarlett’s self-esteem and privacy?
I would walk over and calmly reassure Scarlett (e.g. “come on let’s go and help you change”) and I would then assist her to the toilet to ensure she had finished. After Scarlett, had finished on the toilet I would help her find some clean clothes to get changed in to so I could then go and clean her dirty clothes.
(While completing this task I would quietly ask another educator if they could clean the mat while I help Scarlett)
LINKING -
Rights of the child
• Article – 16, you have the right to privacy
Code of ethics
In relation to children, I will: act in the best interest of all children
EYLF Outcome
1. Children have a strong sense of identity
1.1 Children feel safe, secure and supported – as an educator I acknowledged and responded to children’s cues and signals
Scarlett is 3 years old, and has transitioned from Family day care one day a week to attending your service 2 days a week. Scarlets parents have spent several mornings visiting the service and becoming familiar with the environment and the educators. Scarlett’s friend Nikita also attends the service. Today Scarlett will start her first day on her own.
1. When planning ahead for the day, what strategies and practices could you implement to support Scarlett when she arrives? How would you plan your initial interactions with Scarlett and her family to develop an arrival routine that assists her to settle?
At 8.30am Scarlett arrives with her parents, and her friend Nikita has not yet arrived. Scarlett’s parents have to leave to go to work. She becomes very distressed and begins running for the door screaming to go home. Some of the other children come to see what is happening.
1.What would you do to support Scarlett with separation from her parents?
2. How will you support the parents at this time?
3. What will you do and say to encourage Scarlett to express her feelings in appropriate ways?
4. How could you involve other children in supporting Scarlett?
I would plan some group activities for her so that she can participate with the other children. As a role model, I will play with all the children. During the play time, I will ask Scarlett about her favourite game, colour etc. I will encourage all the children to play with her and share toys with her.
Later in the day you are observing her engaged in a learning experience when she stands up and tearfully looks down to the wet patch left on the mat where she was sitting.
5. How would you do to manage the incident in manner that protects Scarlett’s self-esteem and privacy?
I would walk over and calmly reassure Scarlett (e.g. “come on let’s go and help you change”) and I would then assist her to the toilet to ensure she had finished. After Scarlett, had finished on the toilet I would help her find some clean clothes to get changed in to so I could then go and clean her dirty clothes.
(While completing this task I would quietly ask another educator if they could clean the mat while I help Scarlett)
LINKING -
Rights of the child
• Article – 16, you have the right to privacy
Code of ethics
In relation to children, I will: act in the best interest of all children
EYLF Outcome
1. Children have a strong sense of identity
1.1 Children feel safe, secure and supported – as an educator I acknowledged and responded to children’s cues and signals
,