Social Development & Quality Area 5

[seep]

Q-Explain how a child's age and stage of social development will influence our expectations of their behaviour, you may choose to provide examples:

Developing an understanding of acceptable behaviour and being able to manage their own behaviour (self-regulation) are important aspects of a child’s social and emotional development.Children’s services staff play a key role in this process through guiding children’s behaviour.Guiding behaviour in young children is about helping them to learn why we behave in a certain way, rather than enforcing rules or punishment. Most children respond positively to consistent but caring guidance within the context of a warm, trusting relationship. Over time you can adapt and expand your strategies based on your knowledge of the individual child. Social and emotional development in the early years lays the foundation for our later mental health and wellbeing. The capacity to understand and manage our feelings and behaviour is an important skill that may influence our later capacity to deal with stress, solve problems and overcome life challenges. Self regulation also helps us to create and maintain positive relationships and support networks that contribute to social inclusion and wellbeing.Children develop through their relationships and experiences, through observing others and through the specific guidance they receive from adults. In providing guidance, it is helpful to focus on the behaviour rather than shaming or labelling the child, so that our feedback does not have an unwanted negative impact on the child’s emerging sense of self.
--------------------------------------------------
Q-what is Quality area 5 of NAtional quality standerds?

Standard 5.1 Respectful and equitable relationships are developed and maintained with each child.
Element 5.1.1 Interactions with each child are warm and responsive and build trusting relationships.
Element 5.1.2 Every child is able to engage with educators in meaningful, open interactions that support the acquisition of skills for life and learning.
Element 5.1.3 Each child is supported to feel secure, confident and included.
Standard 5.2 Each child is supported to build and maintain sensitive and responsive relationships with other children and adults.
Element 5.2.1 Each child is supported to work with, learn from and help others through collaborative learning opportunities.
Element 5.2.2 Each child is supported to manage their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts.
Element 5.2.3 The dignity and the rights of every child are maintained at all times.
-----------------------------------------------------
Q-list the 8 sub standerds in Quality area 5 of National Quality standerds?

will some one please help me finding answer of this its confusing for me. thanks
----------------------------------------------
Q-how do you think educators could demonstrate that they are successfully meeting Quality National standerds?

Teachers share a significant responsibility in preparing young people to lead successful and productive lives. The Australian Professional Standards for Teachers (the Standards) reflect and build on national and international evidence that a teacher’s effectiveness has a powerful impact on students,1 with broad consensus that teacher quality is the single most important in-school factor influencing student achievement.2 Effective teachers can be a source of inspiration and, equally importantly, provide a dependable and consistent influence on young people as they make choices about further education, work and life. The four career stages in the Standards provide benchmarks to recognise the professional growth of teachers throughout their careers. The descriptors across the four career stages represent increasing levels of knowledge, practice and professional engagement for teachers. Progression through the stages describes a growing understanding, applied with increasing sophistication across a broader and more complex range of situations.
---------------------------------------------------
Scenario
what would you say to the children in the following scenario to encourage them to make informed choices about their behaviours, appropriate to their level of understanding?

Tommy is 3 and tells you he doesn't want to wear his hat outside because it makes his head hot.

first of all I will try to explain why it is important to wear hat outside. I will tell him that we believes you should wear a hat when playing outside to stop you
from getting sunburnt.Sunburn is painful. We don’t want you to get ill and have skin cancer So No Hat, No Play, at last I will offer a reward if Tommy start wearing his hat outside
---------------------------------------------------
Sally is 3 and won't drink her milk because she didn't get a red cup and only blue cups are left-she says they are for boys.

I will polietly remind her that its milk that is important not the cup or color of the cup.every color is known just as a color, not a boy color or a girl color. "A girl can like pink and a boy can like pink too same is thecase with blue.There are no colors that only boys can like or that only girls can like -- they're all the exact same.so will you please finish your milk to show your frinds how strong have you become?
-------------------------------------------------------

[seep]

bump, please help

[Lorina]

Your responses are good! Just a couple:

Quality Area 5 - You need to write a definition for this:
Relationships With Children

These are the 8 sub standards:

Standard 5.1 Respectful and equitable relationships are developed and maintained with each child.
Element 5.1.1 Interactions with each child are warm and responsive and build trusting relationships.
Element 5.1.2 Every child is able to engage with educators in meaningful, open interactions that support the acquisition of skills for life and learning.
Element 5.1.3 Each child is supported to feel secure, confident and included.
Standard 5.2 Each child is supported to build and maintain sensitive and responsive relationships with other children and adults.
Element 5.2.1 Each child is supported to work with, learn from and help others through collaborative learning opportunities.
Element 5.2.2 Each child is supported to manage their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts.
Element 5.2.3 The dignity and the rights of every child are maintained at all times.

Hope this helps,

,
Lorina