Part A

Q1:

a) Medical nutrition before the birth of the child is extremely important for child development as

it protects both pregnant mother and the baby from developing any long term and immediate

health risks (Hedefalk et al, 2015). A healthy and proper diet during pregnancy can improve

the health of embryo during the initial stage and also play a crucial role in determining any

foetal health and predisposition to some genetic diseases and assist in the prevention.

b) Nutrition and healthy intake is very essential for child development after birth as it

helps in fulfilling the physical and mental growth and development requirement in the

child. Continuous breastfeeding soon after the delivery provide all the necessary

nutrients to the Infant and can also reduce the risk of nutritional deficit which can lead

to long term impairments in the child due to malnutrition.   

https://www.thebrainworkshop.com/blog/the-importance-of-nutrition-and-brain-

development/#:~:text=A%20proper%20balance%20of%20nutrients,According

%20to%20Georgieff%20MK.

2.

a) As a child care educator, it is necessary to understand and discuss the interest of the

children with them by observing them closely as it will help in determining the likes and

dislikes of the child. This is essential because it will allow the professional to develop ideas

through which the child can be engaged for brain development activities based on their likes.

By including their interest in the play provision, promoting the imagination, creativity and

independence of the child can be achieved in leading to improved cognitive development and

social skills. 
b) Observation of child interest and activities will help the child care to better understand the

strengths and weaknesses of the individual child which can help in dieting the program and

making necessary adjustments to the environment. It can certainly promote regulated learning

and improved child behaviour leading to their development (Hedefalk et al, 2015) 

c) Effective utilization of routine can allow the child care professional increasing the

understanding of the child in balancing his or her playing activities and other functional tasks

such as brushing teeth. It is beneficial for the child to follow a schedule and develop a good

Bond with the family. On the other hand, following routine will also so give the child the

necessary confidence to be independent by remembering important things without the help of

their parents. 

d) Encouraging the child to explore the environmental and biological in the child care center

will help in catering to all the requirements, capabilities and interests of the children by

providing them with an effective environment. On the other hand, it will encourage the child

to explore numerous physical and mental activities that will improve their social skills, fine

and gross motor skills without disturbing their enjoyment. This also promotes team building

ability and self-regulation which influence learning and development in the child. 

https://www.nap.edu/read/19401/chapter/8

https://safetyculture.com/topics/child-observation/#:~:text=Child%20Observation

%20is%20the%20method,their%20surroundings%20and%20other%20people.

https://raisingchildren.net.au/grown-ups/family-life/routines-rituals-relationships/family-

routines#:~:text=School%2Dage%20children%3A%20ideas%20for%20daily

%20routines&text=getting%20ready%20in%20the%20morning%20and%20going%20to

%20bed%20at,a%20regular%20time%20and%20day
3.

c)

Self awareness

Relationship skill

Responsible decision making (Wong & Press, 2016)

d)

Word games

Storytelling

Songs (Hedefalk et al, 2015)

Using two word phrases

Requesting objects

https://raisingchildren.net.au/babies/development/language-development/language-

development-0-8#:~:text=Language%20development%20in%20children%3A%20what,and

%20developing%20and%20maintaining%20relationships.

e)

Hide and seek with objects and toys

Keyboard and any other instrument sound

Offering foods of different tastes such as sugar, lemon, chocolate, smoothies, etc
Allowing the child to walk on different surfaces along with using objects such as blankets of

different textures (Fraser & McLaughlin, 2016)

Using lotions, food, scented rainbows, etc

Allowing the child to express their interests and make judgements (Wong & Press, 2016)

http://helpmegrowmn.org/HMG/HelpfulRes/Articles/WhatCommunicationLang/

index.html#:~:text=Reading%20is%20one%20of%20the,increases%20as%20a

%20child%20grows.

f)

Activating toys through a number of objects

Understanding basic concepts such as tall, small, same, etc

Allowing the child to make lemonade and count change

4.

The encouragement of home language use among child with family contributions can be done

using the decoration of the Christmas tree where the family members can ask the child to

place certain objects on the tree such as LED lights, small gift packets, glitters, etc to improve

his or her language acquisition (Hedefalk et al, 2015). The activity is appropriate for the child

within the age group of 5 to 6 years and the main focus of the activity would be to teach the

child about different words such as the name of the objects and placement that could develop
cognitive and creative skills in the child. Family members can increasingly interact with the

child on decorating the tree and to encourage them more, they can use the pictures of the

Christmas tree or the story of Santa Claus to increase their interest. The diverse contribution

of the family can allow the child to acquire different words and meanings simultaneously

which improves brain development (Wong & Press, 2016). 

https://www.naturespath.com/en-ca/blog/15-activities-kids-learn-different-cultures/

Arnold Gesell

All children go through the same stage of physical development with similar sequence,

however, every child can go through these stages based on their own pace.

Jean Piaget

It describes the four stages of cognitive development in a person known as sensorimotor (0-2

years), preoperational (2-7 years), concrete operational (7-11 years), and formal operational

(12-adulthood)

Erik Erikson

The eight-stage theory describes the change and growth in the child throughout life which mainly

focuses on conflicts and social interactions in different stages of development ( Wong & Press,

2016).
Albert Bandura

It focuses on the significance of modeling and observing the behavior, attitude, and emotion

of the person to support learning and development (Fraser & McLaughlin, 2016).

Lev Vygotsky

It describes the human learning process through social interaction which can promote

language development in the child

https://www.verywellmind.com/child-development-theories-2795068

6. Creativity can help in developing emotional, social and intellectual ability in the child

through sharing of ideas and feelings.

7.

a) Quality Area 1 - Standard 1.2 - Educators and co-ordinators are focused, active and

reflective in designing and delivering the program for each child.

Quality Area 3 - Standard 3.2 - The environment is inclusive, promotes competence,

independent exploration and learning through play (Fraser & McLaughlin, 2016).

b) Early Years Learning Framework, Learning Outcome 4 : Children are confident and

involved learners.
8.

a) It refers to the classification system which is used to determine and differentiate various

levels of human cognition such as learning, understanding and thinking.

b) Comprehension

Analysis

Evaluation

Application

Synthesis (Mligo et al, 2018)

Knowledge

https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

9.

a) Dr Howard Gardner proposed the theory of multiple intelligence theory in 1983

b) It can be applied in a diverse classroom by identifying different ways of students to learn and

acquire information by using a range of words, pictures, person music to interact and introspect

(Fraser & McLaughlin, 2016).

c) Naturalistic

Musical

Logical and mathematical

Existential

Interpersonal

Bodily-kinesthetic

Linguistic (Mligo et al, 2018)

Intrapersonal

Spatial

10. Early child development is essential for educational purposes because it helps in

developing the necessary cognitive, physical, social and emotional skills in the child through

which he or she can better acquire knowledge and understanding of different topics in the

future that would encourage efficient learning in the education system (Van der Veen et al,

2014).

http://synergies.oregonstate.edu/2020/the-importance-of-early-development-for-later-

success/#:~:text=Supporting%20families%20and%20parents%20through,while%20also

%20preventing%20child%20maltreatment.&text=A%20recent%20study%20found

%20that,kindergarten%20and%2012th%20grade.

11.

Isolation and depression

Health related concerns

Anxiety and unable to express

12.

Aggression and anger

Part B

9.

The Childcare educator can use reflective practice to make better decisions regarding the

child's play and learning by discovering the necessary resources and materials to enhance the

thinking of children by posing questions and recommendations to tackle the problem (Mligo

et al, 2018).

https://longfordchildcare.ie/reflective-practice-early-years/

10.

Every child has the right to play according to the United Nations Convention of the rights of

the child (UNCRC) along with survival, education and protection which provide them with

required environment and resources which supports their learning and development.

11.

The National Standard

National Law and National regulations

Child protection policy: Offence relating to the protection of

children from harm and hazards

Health Hygiene and safe food policy (Mligo et al, 2018)

I Move We Move Program

Get Up & Grow: Healthy Eating and Physical Activity for Early Childhood (Paananen et al,

2017)
Part c

1.

To protect the Civil, economic, political, cultural and social rights of the child.

To guide decision making with respect to ethical responsibilities for child care.

2.

Linking Beliefs and Theoretical Perspectives With Practice. (Page 14)

3.

My Play and development assessment came back. I have read the linking belief and

Theoretical perspectives (page 21 and 22) (Paananen et al, 2017)

4.

Observation can help me understand whether the growth and development of the child is on

track and if the required resources and the environment is stimulating enough for their

development. This will allow me to help children in their planning (Van der Veen et al,

2014).

5.

Description:The recording of a story or a narrative of the event,

Use: Taking notes of children experience (Daniel, 2015)

D: Type of telling the story

U: To analyse, send and interpret children cognitive ability.

D: Snapshot of the child's development by the observer

U: To observe the behaviour and activities of the child ( Paananen et al, 2017).

D: It involves observing targeted behaviour and events of the child

U: To determine a specific event or behaviour with respect to the child.

D: It is a detailed, sequential and objective recording of the activities performed by the

children for short period of less than 10 minutes.

U: To understand the specified length of a particular activity the child perform

D: A short term engagement of every 5 minutes in an hour with the child to observe his or her

activities.

U: To record the occurrence of the behaviour of the child throughout the day

https://www.webanywhere.co.uk/blog/2019/05/different-types-observation-methods-

early-years/

6. The code of ethics, national quality standards EYLEF and other relevant observation

framework.
7.

a) NQS Quality Area 5.1 Relationships with Children

NQS Quality Area 6-Collaborative partnerships with families and communities

NQS Quality Area 3: Physical environment

ECA Code of ethics: 10. Maintain confidentiality and respect the right of the family to

privacy.

The UN Convention on the Rights of the child Article 16 (right to privacy  (Daniel,

2015)    

b) Respectful and equitable relationships are developed and maintained with each child.

Encouraged to talk with the nominated supervisor, educators and co-ordinators about the

values and expectations they hold in relation to their child’s learning.

The provisions made support families during the enrolment and orientation process

How information is gathered from families to support continuity of care between home and

the service

C) -Communicating with families

-Observations/Documenting for children

- Orientation

- Parent/Educator Meetingss
Part D

1.

Using single word phrases like mama, papa

Recordings

FAcial expressions

Gestures

2.

Start of the childcare day Let the child finish talking and then respond

During their play activities Use ideas and language that the child understand

and respond positively to their behaviour

During lunch Sit by the child and eat food to encourage him or

her to do the same (Van der Veen et al, 2014)

In the middle of the day Set aside any toy and use short and simple

communication phrases to interact

When going home Smile and greet before leaving and ask to visit again

(Daniel, 2015).
3.

Negotiating

Listening to them

Observing their behaviour

4.

Self-regulation

Explaining to them what is right and what is wrong

Be a role model

5.

a) Guide Children's behavior

b) 155 regulation and interactions with children

c) 15 article
Part c

1.

Child friendly

Well Research Centre

Age appropriate toys (Daniel, 2015)

Friendly and homely environment

No hazard

2.

Program activities Use alternate programs which are suitable for

everyone

Affordability and the environment is noisy. Improve the facility and make it affordable for

everyone.

Skill level of educator Provide necessary training and support to the the

child care professional

https://ijbnpa.biomedcentral.com/articles/10.1186/s12966-015-0198-0

3.

Social isolation

Injury
Loss of interest in education

Feeling anxious and frustrated

4.

The child can feel isolated

The child can develop jealousy of other students

The child can also develop rivalry with siblings

5.

Craving of different food

Language difficulties

Attachment problems (Van der Veen et al, 2014)

Clothings and religion

6.

a) Motivating and encouraging the child to maintain positive behaviour

b) To avoid misunderstanding and misbehaviour in the child

7.

Use hazards in a positive manner by using a normal voice

District children to do other things

Involve in activities which involves group and teamwork such as dancing

8.

Call out their name and ask the reason behind this.

Explain to them it is not appropriate to throw book to others and make them read the book

together.

9.

The cultural upbringing of the child can expose him or her to different behavioral

expectations, relationships, and teach them to communicate effectively with others. It also

teachers the necessary aspects such as toileting, feeding, discipline and reasoning.

https://www.bournemouth.ac.uk/news/2018-07-31/how-culture-influences-children-s-

development#:~:text=Children%20growing%20up%20in%20different,through%20which

%20culture%20affects%20development.

10.

It refers to the behavior when the child is not able to control his or her actions

11.

It means that the behaviour is causing breast, friend concern of harm to other person, staff,

family members and people around them (Fauzi et al, 2019).

12.

Disruptive behaviour involves an uncooperative child while behaviour of concern means the

child involving in activities that can hurt him or others (Van der Veen et al, 2014).

13.

a) Sienna, didn't I told you to stop running inside? It can get your hurt.    

b) Isaac, this is not a good boys behaviour.

c) Sam, let others play with the toys as well (Fauzi et al, 2019)

14.

Letter posting

Number maze

Roll a dice and tell the time

Coin catterpillars (Elango et al, 2015)

Freeze dance
Case study 1

1.

Due to the separation of the parents, it is possible that Kurt may become aggressive and

isolated as he has seen such things at his home.

3.

Give him time to interact

Remind him that both his parents love him

Include him in a group of children for different activities (Elango et al, 2015)

4.

5 - Relationships with Children

• 5.1 Respectful and equitable relationships are developed and maintained with each child

(Fauzi et al, 2019).

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.

standard element 5.1.3 each child is supported to feel secure confident ( Little & Sweller, 2015)

5.
Article 2

1.

States Parties shall respect and ensure the rights set forth in the present Convention to each child

within their jurisdiction without discrimination of any kind, irrespective of the child’s or his or her

parent’s or legal guardian’s race, colour, sex, language, religion, political or other opinion, national,

ethnic or social origin, property, disability, birth or other status ( Elango et al, 2015).

Case study 3

1.

a) I would nominate the children into different groups and allow them to share ideas

b) Assign them to a different group for further discussion

c) Be patient and carefully listen to them and ask them to raise hand if they want to talk.

d) By being considered and showing interested face and encouraging words (Van der Veen

et al, 2014)

2.

a) Ask them to provide other suggestions

b) By including different scenario and stories (Little & Sweller, 2015).

c) Encourage them and appreciate their ideas

3.

a) Rewarding their participation

Asking other students to encourage him

Case study c

1.2

a) The separation of his parents due to aggressive behaviour by the father is the major source

of concerned (Fauzi et al, 2019)

b) Every hour

c) It can significantly impact the relationship of the child with other children (Dinehart et al,

2015)

1.3

a) I believe that Jake is developing aggressive behaviour which he has learned from his father

iI and can seriously impact his mental health. It can also be harmful to the other children and

can severely affect the behavioral skills of Jake.

1.4 Summary

The report discussed the roles and responsibilities of a childcare educator by analysing

various aspects of childcare including their nutrition intake, cognitive development, problem-
solving, policies and regulations, physical and emotional development, etc which would help

in improving the growth and development of the child.

Introduction

The main purpose of the study is to discuss how is child care educator can provide better and

improved support to the children to enhance their learning and development abilities by

analysing and evaluating numerous aspects associated with it (Dinehart, 2015).

Body

The report identify the major characteristics of a save environment for children learning

which could be no hazard, child friendly and follows all the policies and procedures

introduced by national standards. Some technique which child care educator should use to

improve children learning include self-regulation, being a role model and efficiently

communicating with the children after analysing their specific needs and requirements

(Elango et al, 2015).

Conclusion

The report indicates that a child care educator needs to be sensitive, highly skilled and

efficiently qualified in collaborating and communicating with the children of different ages,

behaviour and Lifestyle to support their health, well-being and.

Recommendations
It is recommended for the child care educator to learn and practice different policies and

procedures such as develop respectful and equitable relationships, managing their own

behaviour while dealing with children and resolving conflicts (Fraser & McLaughlin, 2016).

b) I would recommend excessive positive support from other staff members

Concentrating more on his behaviour.

Project

Child 1

No

Better cognitive skills

Improved communication and listening ability (Van der Veen et al, 2014)

Child 2

Yes

Aggressive nature
Continuous fights with other kids

He is smart but lacks communication abilities (Dinehart et al, 2015)

No

His fine and gross Motor skills are effective.

He is completely focused in one task (Little & Sweller, 2015)

References

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dialogue in early childhood eduation.

Fraser, K., & McLaughlin, T. (2016). Quality assessment in early childhood: A reflection on

five key features. Early Education, 60, 8.

Fauzi, F., Supa'at, S. A., & Ifada, N. (2019). Holistic-Integrative Eduaction System in an

Islamic Kindergarten. Qudus International Journal of Islamic Studies, 7(2), 399-414.

Mligo, I. (2018). Impediments to effective enactment of early childhood education

curriculum and pedagogy in Tanzania: issues and experiences of teachers in urban and rural

pre-schools. Early Child Development and Care, 188(12), 1650-1653.

Paananen, M. (2017). Imaginaries of Early Childhood Education: Societal roles of early

childhood education in an era of accountability.

Elango, S., García, J. L., Heckman, J. J., & Hojman, A. (2015). Early childhood education.

In Economics of Means-Tested Transfer Programs in the United States, Volume 2 (pp. 235-

297). University of Chicago Press.

Dinehart, L. H. (2015). Handwriting in early childhood education: Current research and

future implications. Journal of Early Childhood Literacy, 15(1), 97-118.

Wong, S., & Press, F. (2016). The development of early childhood education and care in

Australia. Understanding early childhood education and care in Australia: Practices and

perspectives, 13-33.

Daniel, G. (2015). Patterns of parent involvement: A longitudinal analysis of family–school

partnerships in the early years of school in Australia. Australasian Journal of Early

Childhood, 40(1), 119-128.
Little, H., & Sweller, N. (2015). Affordances for risk-taking and physical activity in

Australian early childhood education settings. Early Childhood Education Journal, 43(4),

337-345.

Hedefalk, M., Almqvist, J., & Östman, L. (2015). Education for sustainable development in

early childhood education: A review of the research literature. Environmental Education

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