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Question: you are an educator in the babies room emily is...

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You are an educator in the babies room. Emily is 11months old and commenced care last week attending 4 days per week. Mum and Emily are both upset when arriving and mum has expressed that she feels guilty leaving her in care. Emily settles quicker when Melissa, an educator in the babies’ room is able greet her on arrival. Mum requests that Emily sleep in her stroller as this is a familiar environment for her, but you feel very uncomfortable about this because you know it is against the SIDS guidelines.

 

Discuss the strategies you would use to settle Emily and her mum and support the transition from home to care. How would you work towards reaching an agreement with Emily’s mum regarding her request to utilise a stroller for sleeping?

List the information that you would need to gain from the family about their child to assist in the transition from home to care. 

 

Discuss the SIDS and Safe Sleep policy/guidelines. Would you suggest offering to pop Emily into the stroller at rest time and ensuring that as soon as she starts to fall asleep, you would make that transition across to a cot/bed. Discuss about showing Emily's mom the sleeping room, the cots, the mattresses.

 

Scenario 5 - Toddlers

You are an educator in the toddler’s room. There are 3 children who are learning to use the toilet:

 

-       Milly is 18 months old and pats her bottom and runs towards the bathroom area when she needs to use the toilet.  She always goes when taken for both “wee and poo”. She sits on the potty but needs help with clothing and using toilet paper. 

-       Sam is 22 months old and has been toilet learning for nearly a month as his mother has requested he be fully “toilet trained” before their family holiday in 3 weeks’ time. 

-       Jeremy is 24 months and has just started toilet learning.  He is the youngest of 3 boys in his family and insists that he wants to stand to urinate at the toilet and does not like anyone watching him when he goes. He still needs help with wiping his bottom after using his bowels, but can manage his own clothing.

 Discuss how you would meet the individual needs of each of these children? Keep in mind the recommendations for ‘toilet learning’.

Milly: Would you please include hygiene practices, such as role modelling hand washing techniques, disinfecting the area/potty, wearing gloves, how about positive encouragement to promote a healthy self esteem for Milly, feedback to the family about Milly's toilet's progress, how about maintaining privacy,

 

Sam: Would you have discussions with Mum about the significant impact of pushing a child into toilet readiness, when they are not. Explain how this could impact their emotional and psychological wellbeing. Discuss hygiene practices (hand washing, sanitizing the area) How about providing feedback to the family about Sam's progress? Developing a chart for Sam to help him start self regulating for his own toilet needs.

 

Jeremy: Please discuss opportunities to provide progressive about his toilet learning journey to his family, engaging with positive praise and encouragement.

Here are some links that I have provided to help support your responses. https://www.acecqa.gov.au/sites/default/files/acecqa/files/QualityInformationSheets/QualityArea2/EffectiveToiletingandNappyChangingProcedure.pdf https://aussiechildcarenetwork.com.au/articles/childcare-articles/toilet-training-in-childcare https://childcare.extension.org/how-should-child-care-providers-handle-toileting-accidents-in-young-children/

 

 

Scenario 6 - Toddlers

You are an educator in the toddler room where morning tea is offered progressively (i.e. 4 children sit up at the table for morning tea at a time and they can choose when they come to the table).  Georgie 15mths arrived at 8.30am and Dad informed the educators that she has not had any breakfast. Georgie races to the table when the trolley of food arrives but there are no seats available for her. The educator supervising the morning tea sends her off to play saying “There is no room, you’ll have to wait”. Georgie starts to cry and becomes very distressed. 

 

How would you manage this situation to support Georgie’s needs? Consider the UN Rights of the Child and ensure you comment upon how your response meets this by stating at least 2 articles.

 

Please identify which article would guide/support your practices in reference to Georgie's scenario? Have a look at the link I have provided https://www.unicef.org.au/Upload/UNICEF/Media/Our%20work/childfriendlycrc.pdf

 
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