Hello,
Having trouble with this questons. Any help would be amazing.
Thanks
Case Study 6
A new educator has started working at your service. During meal times you have observed her making statements to the children like, ‘You won’t be getting any dessert unless you eat all of your lunch’, ‘Children who don’t eat all of their food won’t get presents off Santa Claus’, ‘I’m not giving you a drink until you eat all of your carrots’ and ‘Well if you don’t eat the casserole I won’t give you anything else to eat. You will just have to go hungry’.
Complete the following:
a) Identify the Education and Care Services National Regulation this educator is breaching by making these statements.
b) Explain how this staff member is acting unethically and undermining the rights of the children in their care. Make reference to the National Quality Standard, Belonging, Being and Becoming – The Early Years Learning Framework, Early Childhood Australia Code of Ethics and United Nations Convention on the Rights of the Child in your answer.
c) Briefly describe three positive strategies that this educator could use to encourage the children in her care to try new foods.
1. Don’t put too much food on the children’s plate so they aren’t so overwhelmed.
2. Get the children to help you make the food and make it fun
3. Familiarity and the offering of small amounts.
CHC30113 - Scenario: Making Unethical Statements To Children During Mealtimes
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CHC30113 - Scenario: Making Unethical Statements To Children During Mealtimes
Last edited by Lorina on Thu Jun 11, 2015 3:30 am, edited 1 time in total.
Reason: topic heading has been edited
Reason: topic heading has been edited
Re: CHC30113 - Scenario: Making Unethical Statements To Children During Mealtimes
You can find information on the NQS and the EYLF here:
NQS
Code Of Ethics
UN Convention Rights Of The Child
This may also help:
Dealing With A Picky Eater
Hope this helps,
,
Lorina
NQS
Code Of Ethics
UN Convention Rights Of The Child
This may also help:
Dealing With A Picky Eater
Hope this helps,
,Lorina
Check out our Resources: Articles | Activities | Printables & Worksheets | EYLF Templates
Childcare Documentation App: Appsessment - Childcare App
Child News: Child Weekly
Childcare Documentation App: Appsessment - Childcare App
Child News: Child Weekly
Re: CHC30113 - Scenario: Making Unethical Statements To Children During Mealtimes
Thank you for your help 
How is this?
Complete the following:
a) Identify the Education and Care Services National Regulation this educator is breaching by making these statements.
Element 1.1.2
Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program.
What we aim to achieve with element 1.1.2
Knowledge of individual children’s strengths and capabilities guides educators’ and co-ordinators’ professional judgment in engaging children in a range of experiences across learning outcomes and in ways that optimise their learning (Early Years Learning Framework, page 19).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 (Early Years Learning Framework, page 9; Framework for School Age Care, page 8).
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 (Early Years Learning Framework, page 9; Framework for School Age Care, page 7).
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 (Framework for School Age Care, page 12).
Element 1.1.5
Every child is supported to participate in the program.
What we aim to achieve with element 1.1.5
Inclusion involves taking into account all children’s social, cultural and linguistic diversity (including learning styles, abilities, disabilities, gender, family circumstances and geographic location) in curriculum decision-making processes.
The intent is to ensure that all children’s experiences are recognised and valued and that they have equitable access to resources and participation and opportunities to demonstrate their learning (Early Years Learning Framework, page 24; Framework for School Age Care, page 24).
Educators and co-ordinators challenge practices that contribute to inequities and they make decisions that promote inclusion and participation of all children. By developing their professional knowledge and skills, and working in partnership with children, families, communities and other services and agencies, they continuously strive to find equitable and effective ways to ensure that all children have opportunities to experience a sense of personal worth and achieve outcomes (Framework for School Age Care, page 12).
b) Explain how this staff member is acting unethically and undermining the rights of the children in their care. Make reference to the National Quality Standard, Belonging, Being and Becoming – The Early Years Learning Framework, Early Childhood Australia Code of Ethics and United Nations Convention on the Rights of the Child in your answer.
The Educator is acting unethically by not treating each child individually but rather altogether. Some children would like carrots some may not. Some children may also not be able to eat as much as others or due to religion reasons some children would need to eat different things or not are able to eat what others are eating.
Children learn about themselves and construct their own identity within the context of their families and communities. This includes their relationships with people, places and things and the actions and responses of others. Identity is not fixed. It is shaped by experiences. When children have positive experiences they develop an understanding of themselves as significant and respected, and feel a sense of belonging. Relationships are the foundations for the construction of identity – ‘who I am’, ‘how I belong’ and ‘what is my influence?’
In early childhood settings children develop a sense of belonging when they feel accepted, develop attachments and trust those that care for them. As children are developing their sense of identity, they explore different aspects of it (physical, social, emotional, spiritual, and cognitive), through their play and their relationships.
When children feel safe, secure and supported they grow in confidence to explore and learn.
The concept of being reminds educators to focus on children in the here and now, and of the importance of children’s right to be a child and experience the joy of childhood. Being involves children developing an awareness of their social and cultural heritage, of gender and their significance in their world.
Becoming includes children building and shaping their identity through their evolving experiences and relationships which include change and transitions. Children are always learning about the impact of their personal beliefs and values. Children’s agency, as well as guidance, care and teaching by families and educators shape children’s experiences of becoming.
Article 12 (Respect for the views of the child): When adults are making decisions that affect children, children have the right to say what they think should happen and have their opinions taken into account. This does not mean that children can now tell their parents what to do. This Convention encourages adults to listen to the opinions of children and involve them in decision-making -- not give children authority over adults. Article 12 does not interfere with parents' right and responsibility to express their views on matters affecting their children. Moreover, the Convention recognizes that the level of a child’s participation in decisions must be appropriate to the child's level of maturity. Children's ability to form and express their opinions develops with age and most adults will naturally give the views of teenager’s greater weight than those of a pre-schooler, whether in family, legal or administrative decisions.
Article 12 (Respect for the views of the child): When adults are making decisions that affect children, children have the right to say what they think should happen and have their opinions taken into account.
Article 13 (Freedom of expression): Children have the right to get and share information, as long as the information is not damaging to them or others. In exercising the right to freedom of expression, children have the responsibility to also respect the rights, freedoms and reputations of others. The freedom of expression includes the right to share information in any way they choose, including by talking, drawing or writing.
c) Briefly describe three positive strategies that this educator could use to encourage the children in her care to try new foods.
a) Provide Choices – Your child will be more interested in eating what is in front of them, when they have selected it themselves. Try and let your child pick from a very limited range of meal options. For e.g. if you cooked roasted vegetables (potato & pumpkin), ask your child which vegetable they would like, rather than both.
b) Get Your Child Involved – Encourage your child to help prepare the meal. Depending on their age you can find simple ways to include your child in preparing the meal. Such as mixing ingredients and shredding vegetables. The more your child involves themselves in the preparation the more likely they would eat it.
c) Small Portions – Your child may be put off by a portion that seems very large, so offer a small portion first and if they finish it; they can have a second helping.
d) Introduce New Foods Slowly – Start mixing small amounts of new food with something else. Slowly increase the amount you disguise in this way. When your child begins to eat this amount without commenting, show them the new food and put a small amount on their plate. Encourage your child to try it and give them lots of praise when they do.
e) Positive Reinforcement – Try to avoid commenting about how much your child ate. For instance, “Well done, you ate up the whole plate of food”. By focusing on how much your child eats, conveys a message that you are not satisfied unless your child eats the whole amount of food on their plate and you will be disappointed if they don’t. It’s not up to you to determine how much your child eats. Instead, at the end of the meal tell your child how much you enjoyed having a relaxed time with them.
How is this?
Complete the following:
a) Identify the Education and Care Services National Regulation this educator is breaching by making these statements.
Element 1.1.2
Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program.
What we aim to achieve with element 1.1.2
Knowledge of individual children’s strengths and capabilities guides educators’ and co-ordinators’ professional judgment in engaging children in a range of experiences across learning outcomes and in ways that optimise their learning (Early Years Learning Framework, page 19).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 (Early Years Learning Framework, page 9; Framework for School Age Care, page 8).
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 (Early Years Learning Framework, page 9; Framework for School Age Care, page 7).
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 (Framework for School Age Care, page 12).
Element 1.1.5
Every child is supported to participate in the program.
What we aim to achieve with element 1.1.5
Inclusion involves taking into account all children’s social, cultural and linguistic diversity (including learning styles, abilities, disabilities, gender, family circumstances and geographic location) in curriculum decision-making processes.
The intent is to ensure that all children’s experiences are recognised and valued and that they have equitable access to resources and participation and opportunities to demonstrate their learning (Early Years Learning Framework, page 24; Framework for School Age Care, page 24).
Educators and co-ordinators challenge practices that contribute to inequities and they make decisions that promote inclusion and participation of all children. By developing their professional knowledge and skills, and working in partnership with children, families, communities and other services and agencies, they continuously strive to find equitable and effective ways to ensure that all children have opportunities to experience a sense of personal worth and achieve outcomes (Framework for School Age Care, page 12).
b) Explain how this staff member is acting unethically and undermining the rights of the children in their care. Make reference to the National Quality Standard, Belonging, Being and Becoming – The Early Years Learning Framework, Early Childhood Australia Code of Ethics and United Nations Convention on the Rights of the Child in your answer.
The Educator is acting unethically by not treating each child individually but rather altogether. Some children would like carrots some may not. Some children may also not be able to eat as much as others or due to religion reasons some children would need to eat different things or not are able to eat what others are eating.
Children learn about themselves and construct their own identity within the context of their families and communities. This includes their relationships with people, places and things and the actions and responses of others. Identity is not fixed. It is shaped by experiences. When children have positive experiences they develop an understanding of themselves as significant and respected, and feel a sense of belonging. Relationships are the foundations for the construction of identity – ‘who I am’, ‘how I belong’ and ‘what is my influence?’
In early childhood settings children develop a sense of belonging when they feel accepted, develop attachments and trust those that care for them. As children are developing their sense of identity, they explore different aspects of it (physical, social, emotional, spiritual, and cognitive), through their play and their relationships.
When children feel safe, secure and supported they grow in confidence to explore and learn.
The concept of being reminds educators to focus on children in the here and now, and of the importance of children’s right to be a child and experience the joy of childhood. Being involves children developing an awareness of their social and cultural heritage, of gender and their significance in their world.
Becoming includes children building and shaping their identity through their evolving experiences and relationships which include change and transitions. Children are always learning about the impact of their personal beliefs and values. Children’s agency, as well as guidance, care and teaching by families and educators shape children’s experiences of becoming.
Article 12 (Respect for the views of the child): When adults are making decisions that affect children, children have the right to say what they think should happen and have their opinions taken into account. This does not mean that children can now tell their parents what to do. This Convention encourages adults to listen to the opinions of children and involve them in decision-making -- not give children authority over adults. Article 12 does not interfere with parents' right and responsibility to express their views on matters affecting their children. Moreover, the Convention recognizes that the level of a child’s participation in decisions must be appropriate to the child's level of maturity. Children's ability to form and express their opinions develops with age and most adults will naturally give the views of teenager’s greater weight than those of a pre-schooler, whether in family, legal or administrative decisions.
Article 12 (Respect for the views of the child): When adults are making decisions that affect children, children have the right to say what they think should happen and have their opinions taken into account.
Article 13 (Freedom of expression): Children have the right to get and share information, as long as the information is not damaging to them or others. In exercising the right to freedom of expression, children have the responsibility to also respect the rights, freedoms and reputations of others. The freedom of expression includes the right to share information in any way they choose, including by talking, drawing or writing.
c) Briefly describe three positive strategies that this educator could use to encourage the children in her care to try new foods.
a) Provide Choices – Your child will be more interested in eating what is in front of them, when they have selected it themselves. Try and let your child pick from a very limited range of meal options. For e.g. if you cooked roasted vegetables (potato & pumpkin), ask your child which vegetable they would like, rather than both.
b) Get Your Child Involved – Encourage your child to help prepare the meal. Depending on their age you can find simple ways to include your child in preparing the meal. Such as mixing ingredients and shredding vegetables. The more your child involves themselves in the preparation the more likely they would eat it.
c) Small Portions – Your child may be put off by a portion that seems very large, so offer a small portion first and if they finish it; they can have a second helping.
d) Introduce New Foods Slowly – Start mixing small amounts of new food with something else. Slowly increase the amount you disguise in this way. When your child begins to eat this amount without commenting, show them the new food and put a small amount on their plate. Encourage your child to try it and give them lots of praise when they do.
e) Positive Reinforcement – Try to avoid commenting about how much your child ate. For instance, “Well done, you ate up the whole plate of food”. By focusing on how much your child eats, conveys a message that you are not satisfied unless your child eats the whole amount of food on their plate and you will be disappointed if they don’t. It’s not up to you to determine how much your child eats. Instead, at the end of the meal tell your child how much you enjoyed having a relaxed time with them.
Re: CHC30113 - Scenario: Making Unethical Statements To Children During Mealtimes
I think that's great!! Much better... 
Don't forget to add references where necessary...
,
Lorina
Don't forget to add references where necessary...
,Lorina
Re: CHC30113 - Scenario: Making Unethical Statements To Children During Mealtimes
I have put a reference page at the end of the assignment
thank you
thank you
Re: CHC30113 - Scenario: Making Unethical Statements To Children During Mealtimes
Hello,
I have finished my assignment. Are you able to have a look?
I really not 100% on the menus at the back if you are able to have a good look at that?
Thank you
I have finished my assignment. Are you able to have a look?
I really not 100% on the menus at the back if you are able to have a good look at that?
Thank you
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Re: CHC30113 - Scenario: Making Unethical Statements To Children During Mealtimes
Case Study 7 - You are working in an early childhood education and care service that asks families to provide their children’s meals. A student undertaking studies in early childhood education and care has recently commenced their first professional work placement at the service
For this you've added quite alot of information. You need to prepare a checklist for a studnet on work placement that asks a families to provide meals so you need to cut back on your response. You can't provide a 6 and a half page checklist to a student. Try and keep it to maybe 1 or 2 pages if possible and only use the most relevant information relating to the scenario.
Also, in your Week 1 Menu for 4-5 year olds you have for Afternoon Tea "Banana with peanut/almond butter". Childcare centres in Australia are nut free zones so you cannot use any nuts/nut products so you will have to change that to an alternative.
,Lorina
Check out our Resources: Articles | Activities | Printables & Worksheets | EYLF Templates
Childcare Documentation App: Appsessment - Childcare App
Child News: Child Weekly
Childcare Documentation App: Appsessment - Childcare App
Child News: Child Weekly
