CHCECE023 - Referring To Element 1.1.2 & Programs For Stakeholders
Posted: Sun Sep 27, 2015 11:08 am
Hi All..
I have got these two questions back for re-submissions. Could anyone please help me with this.
Question
With reference to Element 1.1.2 who can educators use to gain knowledge about individual children’s strengths, abilities and interests?
My answer was : Knowledge of individual children’s strengths and capabilities guides educators’ and coordinators’ professional judgment in engaging children in a range of experiences across learning outcomes and in ways that optimise their learning.
Viewing children as active participants and decision makers opens up possibilities for educators to move beyond preconceived expectations about what children can do and learn. This requires educators to respect and work with each child's unique qualities and abilities.
The diversity in family life means that children experience ‘belonging, being and becoming’ in many different ways. They bring their diverse experiences, perspectives, expectations, knowledge and skills to their learning.
When school age care educators respect the diversity of families and communities, and the focus on the aspirations they hold for children, they are able to nurture children’s wellbeing and foster children’s development. They make program decisions that uphold all children’s rights to have their cultures, identities, abilities and strengths acknowledged and valued, and respond to the complexity of children’s and families’ lives.
Question
Documentation of early childhood programs serves a number of purposes.
For each stakeholder list the key reason or purpose.
I got all right except for this -
Employers :
I wrote : Professionally documented observations and narratives will provide specialists or other professionals with clear evidence of a child's development and learning. Children often do not behave naturally when they are in a new situation with strangers. Documents recorded as children playing will provide insights that are difficult to obtain in a formal assessment setting. Being able to refer to well-documented narratives gathered under 'normal' conditions will provide valuable information for other professionals or employers working with a child.
Feedback from assessor - the employer does not complete observations. Why else would they need documentation?
• Kearns, K. (2010). Frameworks for Learning and Development: Working in Early Childhood Education and Care Series (2nd ed.). Cengage Learning.
Refer to Chapter 2: Gathering information for learning, and
Chapter 8: Putting it all together
If anyone has this book, could you please help me with these two questions.
Thank you.
I have got these two questions back for re-submissions. Could anyone please help me with this.
Question
With reference to Element 1.1.2 who can educators use to gain knowledge about individual children’s strengths, abilities and interests?
My answer was : Knowledge of individual children’s strengths and capabilities guides educators’ and coordinators’ professional judgment in engaging children in a range of experiences across learning outcomes and in ways that optimise their learning.
Viewing children as active participants and decision makers opens up possibilities for educators to move beyond preconceived expectations about what children can do and learn. This requires educators to respect and work with each child's unique qualities and abilities.
The diversity in family life means that children experience ‘belonging, being and becoming’ in many different ways. They bring their diverse experiences, perspectives, expectations, knowledge and skills to their learning.
When school age care educators respect the diversity of families and communities, and the focus on the aspirations they hold for children, they are able to nurture children’s wellbeing and foster children’s development. They make program decisions that uphold all children’s rights to have their cultures, identities, abilities and strengths acknowledged and valued, and respond to the complexity of children’s and families’ lives.
Question
Documentation of early childhood programs serves a number of purposes.
For each stakeholder list the key reason or purpose.
I got all right except for this -
Employers :
I wrote : Professionally documented observations and narratives will provide specialists or other professionals with clear evidence of a child's development and learning. Children often do not behave naturally when they are in a new situation with strangers. Documents recorded as children playing will provide insights that are difficult to obtain in a formal assessment setting. Being able to refer to well-documented narratives gathered under 'normal' conditions will provide valuable information for other professionals or employers working with a child.
Feedback from assessor - the employer does not complete observations. Why else would they need documentation?
• Kearns, K. (2010). Frameworks for Learning and Development: Working in Early Childhood Education and Care Series (2nd ed.). Cengage Learning.
Refer to Chapter 2: Gathering information for learning, and
Chapter 8: Putting it all together
If anyone has this book, could you please help me with these two questions.
Thank you.
,