CHCFC504A - Reflection On Mealtimes & Scenario: Shana
Posted: Sat Jul 27, 2013 2:01 am
Your Assignment Module Number and Heading: CHCFC504A Support emotional and psychological development in early childhood
Your Assignment Type: Case Scenario
Currently Working in Childcare? No
Your knowledge: Basic Knowledge
Your Question?
Task 1 Providing opportunities for children to make choices
Write a personal reflection
Topic:”Structured mealtimes versus Progressive mealtimes”
What are the benefits and pitfalls of each view?
Consider the effect that each model will have for the carers and the children in creating a constructive program.
Task 2 Fostering children’s self esteem and developing self concept
Case Study
You have been introduced to a new child 4 year old Shana who has recently moved to Australia from India. Her language skills are very good but she has little understanding of the Australian culture. At this stage she is finding it very difficult to adjust and make friends. The other children are not sure how to take Shana and do not offer to play with her. You are aware that Shana will be going to school next year and if you do not improve her sense of self esteem she will find the transition to school even more difficult. After a period of observation you notice that Shana is very gifted in the areas of song and dance. Even though she has been quiet you notice that she is willing to participate in activities, which makes you think that she is not overly shy.
Activity: You are required to design a range of experiences that explores Shana’s interests and abilities which also provides for the sharing of culture. You may also wish to design activities around forming friendship groups and allowing Shana to take on some form of leadership role in sharing her culture with the group.
What is your answer so far or What have you done so far as an attempt to solve this question?
Task 1 Answer:
Mealtimes
Structured
Benifits
Children have regular eating schedules. Hence, they don’t have to worry about food.
According to a timetable, children can have food regularly rather than waiting for them to say there are hungry.
Children learn to eat nutritious meals and snacks which may build children’s healthy eating habits and affects their future life routine.
Children can sit down with their closed friends or other classmates for a meal/snack together and share the information or stories with each other. It will help them to develop their social skills through talking with diverse culture back ground children.
It is easy to observe children eating and recode what they are having.
Children can have their meal/snack immediately after the foods have been served or later.
Pitfalls: Children have to follow the timetable eating even they are not hungry or ready. For example, if a child didn’t feel hungry and only had a small amount food at lunch time, but he/she feel hungry later before the arvo snack time. However, the child can’t have anything before the snack time due to the meal/snack schedule.
Activities have been interrupted by the meal/snack schedule.
Children do not have much choose to make a decision based on their needs.
Progressive
Benefits: A Meals/Snacks table is made available for an extended period of time. For example, the meal time extends from 11:30am to 12:30pm.
Encourage children to make decisions based on their needs. They can choose to eat when they are hungry.
Children can access food and water with educator’s support through the day.
Do not need to follow the meal/snack schedules.
Children can gather in small groups to enjoy meals together and have an interaction with each other at the meal time.
Children can choose to finish an activity they are playing before sit down to eat. They may return to it once they have finished their meal.
Pitfalls: According to the extended meal time, the food may become cold/soaked or not enough for the last groups. For example, I found some children lost appetite to eat cold paste and the kitchen was busy to prepare arvo tea. The staff reheated the pastes for those children individually, but some of the children only had a little amount and few of them waited for a long time to have some sandwiches.
Children may not have enough nutrition, if they chose to continue their activities without eating food; or they may over eat food and become overweight.
Hard to record their eating habits and behaviours.
Does not help to build a good eating routine preschooler who will find hard to suit the school lunch schedules.
In conclusion, they progressive mealtime provide more opportunities for children to make choices, and respect the children’s needs even it has some pitfalls, but it is a constructive program for children to build a sense of decision making.
It promote the outcome 1 Children have a strong sense of identity.
Task 2 Answer:
Experiences/Activities
Role-plays: (indoor/outdoor)
diverse costumes-Indian, Chinese, Africa, Western classic dresses, and other role play dresses, etc + hand bags + hats
Shana and other children are able to dress up themselves into different costumes
Themed weeks: (indoor)
Featuring a different culture each week
Materials -- Indian style sofa, cushion, Indian Sari, scarf, big yarns, etc
Crafts -- elephants, floral hoop, kitchenware, etc
Set up a India corner in the room and display some traditional Indian hand crafts, pictures
Shana can learn the Australian culture from her classmates’ story during group time or a small group discussing.
Encourage Shana to tell her story and share her family pictures to the class. The children can learn about diversity and difference culture from it.
Parents’ visiting: (indoor)
Inviting letter, making appointment Invite Shana’s parents to the class who may dress in their costumes or normal suits. They will join our themed week topic or celebrate their traditional festivals.
Music activities: (indoor/outdoor)
dancing – CD Player
movement – the wheels on the bus
outdoor relay race
Singing – host a Karaoke activity
CD player or a computer with a Karaoke software
Ask Shana to bring some Indian music from home to play in the class and let her to teach/lead a Indian dancing or movements
Invite Shana to join the music movements
2 or 3 children in a group to play a relay race whish will help Shana to build a friendship with other children.
Split class into several small groups and let children to choose a song and sing in front of the class
Description and Message:
Hi, everyone, please help me to check my answer which suits the essay style or resource style format or not? I have answer in forms, but it failed to paste on Web.
Thanks for your help first!
Kind regards,
Limin
Your Assignment Type: Case Scenario
Currently Working in Childcare? No
Your knowledge: Basic Knowledge
Your Question?
Task 1 Providing opportunities for children to make choices
Write a personal reflection
Topic:”Structured mealtimes versus Progressive mealtimes”
What are the benefits and pitfalls of each view?
Consider the effect that each model will have for the carers and the children in creating a constructive program.
Task 2 Fostering children’s self esteem and developing self concept
Case Study
You have been introduced to a new child 4 year old Shana who has recently moved to Australia from India. Her language skills are very good but she has little understanding of the Australian culture. At this stage she is finding it very difficult to adjust and make friends. The other children are not sure how to take Shana and do not offer to play with her. You are aware that Shana will be going to school next year and if you do not improve her sense of self esteem she will find the transition to school even more difficult. After a period of observation you notice that Shana is very gifted in the areas of song and dance. Even though she has been quiet you notice that she is willing to participate in activities, which makes you think that she is not overly shy.
Activity: You are required to design a range of experiences that explores Shana’s interests and abilities which also provides for the sharing of culture. You may also wish to design activities around forming friendship groups and allowing Shana to take on some form of leadership role in sharing her culture with the group.
What is your answer so far or What have you done so far as an attempt to solve this question?
Task 1 Answer:
Mealtimes
Structured
Benifits
Children have regular eating schedules. Hence, they don’t have to worry about food.
According to a timetable, children can have food regularly rather than waiting for them to say there are hungry.
Children learn to eat nutritious meals and snacks which may build children’s healthy eating habits and affects their future life routine.
Children can sit down with their closed friends or other classmates for a meal/snack together and share the information or stories with each other. It will help them to develop their social skills through talking with diverse culture back ground children.
It is easy to observe children eating and recode what they are having.
Children can have their meal/snack immediately after the foods have been served or later.
Pitfalls: Children have to follow the timetable eating even they are not hungry or ready. For example, if a child didn’t feel hungry and only had a small amount food at lunch time, but he/she feel hungry later before the arvo snack time. However, the child can’t have anything before the snack time due to the meal/snack schedule.
Activities have been interrupted by the meal/snack schedule.
Children do not have much choose to make a decision based on their needs.
Progressive
Benefits: A Meals/Snacks table is made available for an extended period of time. For example, the meal time extends from 11:30am to 12:30pm.
Encourage children to make decisions based on their needs. They can choose to eat when they are hungry.
Children can access food and water with educator’s support through the day.
Do not need to follow the meal/snack schedules.
Children can gather in small groups to enjoy meals together and have an interaction with each other at the meal time.
Children can choose to finish an activity they are playing before sit down to eat. They may return to it once they have finished their meal.
Pitfalls: According to the extended meal time, the food may become cold/soaked or not enough for the last groups. For example, I found some children lost appetite to eat cold paste and the kitchen was busy to prepare arvo tea. The staff reheated the pastes for those children individually, but some of the children only had a little amount and few of them waited for a long time to have some sandwiches.
Children may not have enough nutrition, if they chose to continue their activities without eating food; or they may over eat food and become overweight.
Hard to record their eating habits and behaviours.
Does not help to build a good eating routine preschooler who will find hard to suit the school lunch schedules.
In conclusion, they progressive mealtime provide more opportunities for children to make choices, and respect the children’s needs even it has some pitfalls, but it is a constructive program for children to build a sense of decision making.
It promote the outcome 1 Children have a strong sense of identity.
Task 2 Answer:
Experiences/Activities
Role-plays: (indoor/outdoor)
diverse costumes-Indian, Chinese, Africa, Western classic dresses, and other role play dresses, etc + hand bags + hats
Shana and other children are able to dress up themselves into different costumes
Themed weeks: (indoor)
Featuring a different culture each week
Materials -- Indian style sofa, cushion, Indian Sari, scarf, big yarns, etc
Crafts -- elephants, floral hoop, kitchenware, etc
Set up a India corner in the room and display some traditional Indian hand crafts, pictures
Shana can learn the Australian culture from her classmates’ story during group time or a small group discussing.
Encourage Shana to tell her story and share her family pictures to the class. The children can learn about diversity and difference culture from it.
Parents’ visiting: (indoor)
Inviting letter, making appointment Invite Shana’s parents to the class who may dress in their costumes or normal suits. They will join our themed week topic or celebrate their traditional festivals.
Music activities: (indoor/outdoor)
dancing – CD Player
movement – the wheels on the bus
outdoor relay race
Singing – host a Karaoke activity
CD player or a computer with a Karaoke software
Ask Shana to bring some Indian music from home to play in the class and let her to teach/lead a Indian dancing or movements
Invite Shana to join the music movements
2 or 3 children in a group to play a relay race whish will help Shana to build a friendship with other children.
Split class into several small groups and let children to choose a song and sing in front of the class
Description and Message:
Hi, everyone, please help me to check my answer which suits the essay style or resource style format or not? I have answer in forms, but it failed to paste on Web.
Thanks for your help first!
Kind regards,
Limin
,