CHCECE009 - Scenario: Peri - Creating A Sense OF Belonging
Posted: Tue Mar 31, 2015 1:53 pm
Hi am after some feed back to my answer on the following question any ideas would be great thank you..
B: How would you create a sense of belonging, being, and becoming (EYLF) for him in your service? Reference your answer to the EYLF?
To create a sense of belonging, being and becoming, for Peri in a new environment an educator would need to refer to and follow the Principal, practises and learning outcomes within the early Years Learning Framework.
We would have to be mindful of Peri’s past, present and future experiences, circumstances and relationships and help him to build new strong relationships with educator, peers and the community.
There would be a strong focus on learning Outcome 1: Children have a strong sense of identity. Educator would promote this by, acknowledge and respond sensitively to cues and signals, respond sensitively to attempts to initiate interactions and conversations
• support Peri to secure attachment through consistent and warm nurturing relationships
• support Peri in times of change and bridge the gap between the familiar and the unfamiliar
• build upon culturally valued child rearing practices and approaches to learning
• are emotionally available and support Peri in his expression of his thoughts and feelings
• recognise that feelings of distress, fear or discomfort may take some time to resolve
• acknowledge Peri’s uniqueness in positive ways
• spend time interacting and conversing with Peri.
Partnerships-For Peri to feel safe, secure and supported it is important to lay basic foundations to allow his sense of belonging this in turn will allow him to participate and explore and learn alongside his peers, educators, family and community. Building strong, trustworthy relationships with an educator will help both Peri and his family feel a sense of belonging and being and will lead to the becoming. Educators would communicate with Peri and his family and include them as part of the programme and planning process. Educators would allow Peri to communicate in ways he is used too, whilst introducing him to his new environment.
Cultural Compliance-Peri’s circumstances mean we have to consider how we will help transition the family and help their sense of belonging into the community, whilst accepting their beliefs, culture and past experiences. We would encourage them to share and participate in our programme through cultural days, displays, dress up, language and art/craft experiences. In exchange we will guide them through the transition into their new environmments.
B: How would you create a sense of belonging, being, and becoming (EYLF) for him in your service? Reference your answer to the EYLF?
To create a sense of belonging, being and becoming, for Peri in a new environment an educator would need to refer to and follow the Principal, practises and learning outcomes within the early Years Learning Framework.
We would have to be mindful of Peri’s past, present and future experiences, circumstances and relationships and help him to build new strong relationships with educator, peers and the community.
There would be a strong focus on learning Outcome 1: Children have a strong sense of identity. Educator would promote this by, acknowledge and respond sensitively to cues and signals, respond sensitively to attempts to initiate interactions and conversations
• support Peri to secure attachment through consistent and warm nurturing relationships
• support Peri in times of change and bridge the gap between the familiar and the unfamiliar
• build upon culturally valued child rearing practices and approaches to learning
• are emotionally available and support Peri in his expression of his thoughts and feelings
• recognise that feelings of distress, fear or discomfort may take some time to resolve
• acknowledge Peri’s uniqueness in positive ways
• spend time interacting and conversing with Peri.
Partnerships-For Peri to feel safe, secure and supported it is important to lay basic foundations to allow his sense of belonging this in turn will allow him to participate and explore and learn alongside his peers, educators, family and community. Building strong, trustworthy relationships with an educator will help both Peri and his family feel a sense of belonging and being and will lead to the becoming. Educators would communicate with Peri and his family and include them as part of the programme and planning process. Educators would allow Peri to communicate in ways he is used too, whilst introducing him to his new environment.
Cultural Compliance-Peri’s circumstances mean we have to consider how we will help transition the family and help their sense of belonging into the community, whilst accepting their beliefs, culture and past experiences. We would encourage them to share and participate in our programme through cultural days, displays, dress up, language and art/craft experiences. In exchange we will guide them through the transition into their new environmments.
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