1

1st Case Study

Yena Kim

Department of Early Childhood Education, Capilano University

EDUC 121: Introduction to Centre Administration

Prof. Dana Lee

2

(a) It is late rainy morning at Sunshine Child Care Center. In the room there are twelve

children under two years of age with two educators.

According to the CCLR, the maximum number of children under the age of two that can be

cared for by one educator is four. However, they are now caring for children well beyond the

limit.

(b) They are neither doing any physical activity nor going outside today.

Not going outside or doing any physical activity because it is raining can have a negative

impact on children's growth and development. Going outside on a rainy day can provide

children with new and exciting experiences and teachings, and if it is not possible to go

outside, there are other physical activities that children can do indoors. CCLR: ensure that the

program of activities is modified to address the needs of the child, with reference to the

child's care plan

(c) Benny seems to feel unwell; he rubs his eyes, he cries, and he hits Rosey, who grabs

his toy.

It is inappropriate for Benny to hit another child, Rosie. Conflicts or problems between

children should not be resolved through violent actions.

CCLR: A licensee must ensure that a child, while under the care or supervision of the

licensee, is not subjected to any of the following: (a) shoving, hitting or shaking by an

employee or another child, confinement or physical restraint by another child;

(d) Impatiently, the teacher loudly says to BennyIt "No thank you". "No hitting. You

are a bad boy".

3

- It is highly inappropriate and harmful to a child for a teacher to say "no", "don't hit", or "you

are a bad boy" in a loud voice. CCLR: (c) harsh, belittling or degrading treatment by an

employee or another child, whether verbal, emotional or physical, that could humiliate the

child or undermine the child's self-respect;

(e) The other teacher in the room silently watches this incident without interfering.

The other teacher in the room silently watches this incident without interfering, which is not

an appropriate response, is not fulfilling their responsibility for the safety of the child, and

shows a lack of cooperation and communication between teachers.

(f) Later at lunch, because he hit Rosey earlier, Benny is sat in a separate table by

himself away from other children as a punishment.

Benny being made to sit at a separate table by himself away from other children as a

punishment because he hit Rosey earlier is a humiliating way of treating the child by

imposing a social penalty, and this may undermine the child's self-esteem. CCLR: (c) Harsh,

belittling or degrading treatment by an employee or another child, whether verbal, emotional

or physical, that could humiliate the child or undermine the child's self-respect

(g) Benny takes time eating his food. He is the last child finishing his lunch, as the other

toddlers are in the nap room getting ready to sleep. The teacher takes the food away

from Benny saying: "You are too slow. Go to bed".

Under no circumstances shall a child be deprived of a meal, snack, rest, or necessary use of

the restroom. This behavior shows a lack of respect for the child. 52-(f) as a form of

punishment, deprivation of meals, snacks, rest, or the necessary use of a toilet.

4

(h) She then grabs Benny by the hand without saying a word and walks him to the nap

room.

- The teacher's behavior of grabbing the child's hand and walking him to the nap room

without saying a word is coercive and shows no consideration or respect for the child's

independence, even though it is something the child can do on his own. (a) ensure that

behavioral guidance is appropriate to the age and development of the child who is receiving

the guidance.

(i) He wants to take his shoes off by himself, but the teachers do it for him.

The child wants to take his shoes off by himself, but the teachers do it for him instead, which

is tantamount to ignoring and depriving the child of the opportunity to develop independence.

CCLR: (1) A licensee must, in addition to care, provide children with opportunities for social,

emotional, physical, and intellectual growth.

(j) He cries but is ignored by both teachers, who leave the nap room.

According to the CCLR, ignoring a child's crying and leaving the nap room constitutes

emotional abuse because it shows disregard and neglect for the child's feelings. CCLR: A

licensee must ensure that a child is not, while under the care or supervision of the licensee,

subjected to any of the following types of abuse or neglect.

1. Please discuss why those principles and early learning goals should be considered.

ECEBC Code of Ethics

Principle 1: We promote the health and well-being of all children.

First, children's health and well-being are directly related to their learning and development.

Healthy children learn and develop much more effectively than unhealthy children and

emotional development thrives in environments where children feel safe to express their
5

feelings and be understood, which in turn provides opportunities to learn respect and care for

themselves and others. However, the teacher is caring for too many children per teacher

without considering their safety and well-being. This can jeopardize their safety in the event

of a dangerous situation. In addition, a situation where children are not physically active and

do not go outside does not promote healthy development and well-being. Physical activity

has important implications for children's learning and health. If children are threatening each

other's physical safety, teachers should provide appropriate guidance and support and take

care not to expose children to dangerous situations. This is the most basic framework for

achieving children's safety and well-being. Teachers talking loudly to a child and describing a

child as a "bad boy" are very inappropriate and negative language and attitudes towards the

child, and these responses can harm children's emotional well-being. Teachers taking away a

child's food or taking a child by the hand to the nap room without saying anything is a very

coercive attitude that does not take into account the child's condition and can be abusive,

which is far from emotional well-being. Also, when a child is crying and the two teachers

ignore the child and walk away, this is a disregard for the child's emotional state and does not

promote the child's well-being at all.

Principle 2: We provide high-quality early care and learning environments for all children by

drawing on specialized knowledge, education, and diverse perspectives.

First, this principle prioritizes that childcare settings should be based on specialized

approaches and learning and provide appropriate environments that take into account the

individual developmental levels and needs of diverse children. This is the most fundamental

aspect of educating and caring for young children, as children can continue to develop and

learn emotionally and socially within their own learning environment, and a suitable

environment stimulates children's curiosity and imagination, which promotes growth. Early
6

childhood teachers should also have specialized knowledge and competence in children's

development and education, as they are responsible for developing learning activities that

meet the developmental levels and individual needs of children. However, in this scenario,

the teacher and facility are failing to promote the health and well-being of the children while

also failing to manage safety and interactions between children appropriately. Going outside

because it is raining and not doing any other physical activity is not providing an appropriate

environment for the children, and it is providing an environment in which the children are not

safe from other children. Furthermore, in this situation, the teacher does not react

appropriately and does not appropriately handle conflicts between children, and the teacher's

lack of competence causes the child to eat alone, which can be abusive, such as socially

ostracizing the child, forcing the child to stop eating, ignoring the child when he is crying,

and not allowing the child to develop independence. In addition, in this situation, the teacher

does not react appropriately and does not handle conflicts between children appropriately,

and the teacher's lack of competence causes the child to eat alone, which can be abusive, such

as socially ostracizing the child, forcing the child to stop eating, ignoring the child when he is

crying, and not allowing the child to develop independence. Also, while Benny is eating

alone, the teacher ignores him, takes away his food, and says, “No thank you”. “No hitting.

You are a bad boy”. This could be seen as failing to provide an appropriate care and learning

environment, ignoring the children's needs, and being emotionally abusive.

ELF

Principle: Relationships are the context for well-being and learning

This principle emphasizes the value of relationships for children's well-being and

development. First, children need relationships with safe and trustworthy people. Through

relationships with family, teachers, peers, and friends, children receive emotional support and

feel emotionally secure. If children do not have these relationships, stress and anxiety can
7

increase, which can negatively impact their learning and development. In addition, it is

through close and diverse relationships that children learn and develop social skills, such as

the ability to understand and respect others. For this reason, consider the principle that

"relationships are the context for well-being and learning" to play an important role in

promoting children's health and learning, ensuring that children can learn and develop in a

safe and supportive environment, which is one of the key factors in achieving early learning

goals. Yet, the teacher speaking loudly to Benny and describing him as a "bad boy" can have

a very negative impact on Benny's relationship with the teacher, preventing him from seeing

the teacher as a safe and trustworthy person. These words also make him feel emotionally

insecure. Forcing Benny to sit alone as a punishment can lead to social isolation, which can

lead to future difficulties in forming relationships with other children. The teacher taking

Benny's hand and walking him to the nap room without saying anything is coercive and

without the child's consent, and the boy does not develop trust and a safe relationship with the

teacher who does this. The two teachers walking away when Benny is crying are dismissive

of his feelings and not emotionally supportive. All of these behaviors can cause a child to feel

insecure in their relationships and can be very stressful emotionally.

3. what should be done?

Only two teachers may find it challenging to give each child the individual attention and

supervision they need. Therefore, in order to maintain relationship-centered care and a secure

environment, it is crucial to increase the ratio of teachers to students. Encourage children to

play and participate in physical activity by holding as many of your classes outside as

possible. Physical activity is critical to children's health and development.

When a child hits another child, teachers need to respond in a way that is appropriate for the

situation. They should first evaluate the situation by observing the actions of the two kids.

Additionally, since anxiety in children is frequently the root of violent behavior, you should
8

ask questions calmly and make an effort to understand the child. A teacher can also provide a

safe environment for Rosie and teach a child like Benny what to do if this anxiety returns,

how to express their feelings and work through the problem, and how to collaborate with

Benny's caregiver to help them use a consistent approach at home. They should also continue

to monitor Benny and Rosie's behavior.

Teachers should use positive and reassuring language with children.

As opposed to observing the situation, other teachers should intervene if necessary. Without

teacher cooperation and communication, it may be impossible to respond quickly to urgent

situations and improve the overall quality of the education and care program.

Change the punishment: Emotional abuse should never be used to punish a child. Teachers

should provide Benny with opportunities to interact with other children and assist Benny in

making amends for his behavior.

Manage lunchtime: Benny should be given enough time to eat his lunch. Children grow at

their own pace. Depriving Benny of food is disrespecting his basic needs, and it's not the

right approach.

No access without consent: Taking Benny by the hand and carrying him to his nap room

without his consent is a violation of his rights. It can also lead to anxiety and stress. So

Respect the child's consent, and if they don't want to go to the nap room, understand why and

respond accordingly to make them feel comfortable.

Emotional support: When Benny cries, the teacher should not ignore his feelings, but ask him

why he feels the way he does and try to understand. They should also provide him with a

quiet, calm place and hold him if necessary to help him feel secure.
9

References

Early Childhood Educators of British Columbia (2021). Code of ethics: early childhood educators of

British Columbia. Vancouver, BC: Author

Government of British Columbia (2019). British Columbia early learning framework. Victoria, BC:

Ministry of Education, Ministry of Health, Ministry of Children and Family Development, & British

Columbia Early Learning Advisory Group.

Government of British Columbia (2016). Community care and assisted living act: Child care licensing

regulation. Victoria, BC: Queens’ Printer. Retrieved from:

http://www.bclaws.ca/Recon/document/ID/freeside/332_2007