CHCECEC005
Posted: Wed Aug 05, 2020 10:32 pm
Hi Lorina,
I am stuck with these questions for a while now. Then I though to check if I can get some help from here. It's from a case study and I have include both of the questions and the case study here.
Case Study:
Barbara, an educator, is working in the baby’s room with the correct ratio of support staff: there are babies and toddlers ranging in age from 2 months to 18 months.
Barbara is talking to Elena (17 months) at the mirror. They are pointing out their facial features and pulling faces, as this is something Elena loves to do.
Elena is learning to use the toilet and has begun to understand the routine of when to sit on the toilet. She is a very active child who loves to explore new activities, especially when Barbara is close by.
Brandon (2 months) arrives with his mother, Rita. She places him on the play mat that is spread on the floor in a cordoned-off area of the room.
When Barbara sees Brandon arrive, she explains to Elena that she will be back soon and then goes to welcome Brandon and Rita. Barbara asks how they are, tickling Brandon on the tummy and smiling at him. She then helps Rita put his bag and bottles in the space provided.
They chat and laugh about how hard it is to get enough sleep, and then Barbara asks Rita about the details of the morning. Barbara fills out the parent log with the information that Rita provides her. (See Brandon’s chart following).
Rita gives Brandon a kiss on the forehead, says goodbye and goes to leave.
Barbara notices that Rita seems comfortable leaving Brandon, who is watching the mobiles above his head; nonetheless she reminds Rita she can call if she wants to check how he is going throughout the day.
Soon after Rita leaves, Barbara notices that Brandon has begun to pull faces and wriggle on his play mat, waving his hands up and down. She also notices that somewhere in the room there is a smell that indicates a soiled nappy.
Just as she moves toward the wriggling Brandon, Elena begins to call out for her. The other staff are busy, so Barbara needs to work out what to do.
Barbara moves to Elena and says, ‘You need a hug?’ She gives Elena a hug as she watches Brandon, who is now starting to make little crying noises. Barbara says to Elena, ‘Let’s go over to Brandon, he needs a hug as well’.
At this point, another educator, Russell, comes into the room. Barbara calmly explains the situation in the room and asks Russell to look after Brandon as he probably needs to be moved into a different position and given another toy, unless it is his nappy that needs to be changed.
Russell moves to Brandon and checks his nappy. It needs to be changed. After changing Brandon’s nappy, Russell tells Barbara that Brandon is tired as he is grumpy, and explains that he will put him to bed. Russell takes Brandon into the sleep area saying, ‘Time for sleep Brandon. You seem very tired’.
Consider Brandon’s needs. Barbara communicated with Rita, Brandon’s mother, and noted information she gathered from her about his routine needs. However, Barbara may not have collected all the information she needs.
Questions:
1)Explain how to create a positive mealtime environment for Elena.
-How might the mealtime meet her individual needs?
- How might she be encouraged or supported to explore the foods provided?
-How could you make this predictable?
-What two things might you talk to Elena about?
-Article 30 of the United Nations Convention on the Rights of the Child is summarised as: ‘Children have the right to learn and use the language and customs of their families, whether or not these are shared by the majority of the people in the country where they live, as long as this does not harm others’. If Elena spoke and understood only Italian, what are two things you could say or do to include her language and customs in the mealtime? What might be included in a meal for a child her age?
I am stuck with these questions for a while now. Then I though to check if I can get some help from here. It's from a case study and I have include both of the questions and the case study here.
Case Study:
Barbara, an educator, is working in the baby’s room with the correct ratio of support staff: there are babies and toddlers ranging in age from 2 months to 18 months.
Barbara is talking to Elena (17 months) at the mirror. They are pointing out their facial features and pulling faces, as this is something Elena loves to do.
Elena is learning to use the toilet and has begun to understand the routine of when to sit on the toilet. She is a very active child who loves to explore new activities, especially when Barbara is close by.
Brandon (2 months) arrives with his mother, Rita. She places him on the play mat that is spread on the floor in a cordoned-off area of the room.
When Barbara sees Brandon arrive, she explains to Elena that she will be back soon and then goes to welcome Brandon and Rita. Barbara asks how they are, tickling Brandon on the tummy and smiling at him. She then helps Rita put his bag and bottles in the space provided.
They chat and laugh about how hard it is to get enough sleep, and then Barbara asks Rita about the details of the morning. Barbara fills out the parent log with the information that Rita provides her. (See Brandon’s chart following).
Rita gives Brandon a kiss on the forehead, says goodbye and goes to leave.
Barbara notices that Rita seems comfortable leaving Brandon, who is watching the mobiles above his head; nonetheless she reminds Rita she can call if she wants to check how he is going throughout the day.
Soon after Rita leaves, Barbara notices that Brandon has begun to pull faces and wriggle on his play mat, waving his hands up and down. She also notices that somewhere in the room there is a smell that indicates a soiled nappy.
Just as she moves toward the wriggling Brandon, Elena begins to call out for her. The other staff are busy, so Barbara needs to work out what to do.
Barbara moves to Elena and says, ‘You need a hug?’ She gives Elena a hug as she watches Brandon, who is now starting to make little crying noises. Barbara says to Elena, ‘Let’s go over to Brandon, he needs a hug as well’.
At this point, another educator, Russell, comes into the room. Barbara calmly explains the situation in the room and asks Russell to look after Brandon as he probably needs to be moved into a different position and given another toy, unless it is his nappy that needs to be changed.
Russell moves to Brandon and checks his nappy. It needs to be changed. After changing Brandon’s nappy, Russell tells Barbara that Brandon is tired as he is grumpy, and explains that he will put him to bed. Russell takes Brandon into the sleep area saying, ‘Time for sleep Brandon. You seem very tired’.
Consider Brandon’s needs. Barbara communicated with Rita, Brandon’s mother, and noted information she gathered from her about his routine needs. However, Barbara may not have collected all the information she needs.
Questions:
1)Explain how to create a positive mealtime environment for Elena.
-How might the mealtime meet her individual needs?
- How might she be encouraged or supported to explore the foods provided?
-How could you make this predictable?
-What two things might you talk to Elena about?
-Article 30 of the United Nations Convention on the Rights of the Child is summarised as: ‘Children have the right to learn and use the language and customs of their families, whether or not these are shared by the majority of the people in the country where they live, as long as this does not harm others’. If Elena spoke and understood only Italian, what are two things you could say or do to include her language and customs in the mealtime? What might be included in a meal for a child her age?
,