Discuss about the Early Childhood Education and Care for Professionals and Inter-Professional Work.
Amanda will be supported for breast-feeding by suggesting her to pump breast milk into a feeding bottle and give it to the care workers (Essa, 2012). She would be ensured that Katherine would be placed on lap and the care worker will feed her the stored breast milk, while singing the song “ten teddy bears” during her naptime.
On the first day, Amanda will be advised to bring her child and leave the place soon, as both Katherine and Amanda would be upset for longer stay. The carer of Katherine would ask Amanda to say good-bye to Katherine. As Amanda leaves, Katherine can be upset, thus, it is recommended to keep Joel aside, it will help her to cope with the moment saying goodbye to her mother. Then, she would be shifted to reading room and her favorite storybooks will be provided. Amanda is suggested to talk Katherine through video conference, if she gets too upset (Fenech, Giugni & Bown, 2012).
These strategies support the National Quality standards including the 5th and 6th standards, “Relationships with children” and “collaborative partnerships with families and communities”.
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
|
Morning tea |
Breakfast biscuit with chocolate milkshake Tomato segments |
Toasted crumpet with fruit spread Fruit, milk |
Toast and spread Fruit Milk with chocolate |
Raisin toast Banana slice Milk with chocolate |
Toasted Muffin with cheese zucchini Milk with chocolate |
Lunch |
Cooked pasta/ plain rice Green beans Corn niblets Banana yoghurt Boiled Water |
Taco filled with Minced vegetables and cheese Fruit sponge pudding and Custard/ yoghurt Boiled Water |
Crusty French bread Rice with peas Fruit Platter/ banana yogurt Boiled Water |
Vegetable soup with mayonnaise Fruit Platter Yoghurt Boiled Water |
Oodles of Noodles with Beans and carrots/ rice bubbles Custard and fruit salad Boiled Water |
Afternoon tea |
Wholemeal fruit bread, spread and Milk with chocolate |
Ribbon sandwiches chocolate milk shake, crackers |
Pita bread, Vegetable sticks and Humus dip Milk with chocolate |
Bread toast with cheese stuffing Banana slices, crackers |
Cream Cheese sandwich with carrot muffins Chocolate Milkshake/ boiled water |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
|
Morning tea |
Fruit plater (including banana), milkshake/ boiled water |
Baked zucchini, cheese sandwich, Orange juice/ boiled water |
Banana muffins (eggless), plain bread toast with mixed fruit jam, Milk with chocolate |
Cheese sandwitch, sliced zucchini, pineapple juice / boiled water |
Chocolate cornflakes, steamed carrot stick, Yoghurt dip |
Lunch |
Vegetable hotspot with couscous, yoghurt, boiled water |
Rice balls with carrot sticks, mixed fruit custard, boiled water |
Pasta with baby corn, carrot and mushroom, banana custard, boiled water |
Wholegrain sandwich with cheese stuffing/ plain rice with peas, sliced zucchini, boiled water |
Broccoli and mushroom stir fry with brown rice/ vegetable soup, fruity yoghurt, boiled water |
Afternoon tea |
Pikelet with ricotta spread/ corn soup, crackers, Milk with chocochips/ boiled water |
Rice cakes and toppings, corn dip, milk/ boiled water |
Banana muffin, chocolate milkshake/ water, crackers |
Fresh fruit platter with banana and zucchini, custard |
Cheese-carrot balls, chocolate biscuit, boiled water |
c)
Serving type |
Menu week one total number of serves |
Menu week two total number of serves |
Total number of serves for fortnight |
Minimum number of servings for fortnight met |
Red meat |
0 |
0 |
0 |
× |
White meat |
0 |
0 |
0 |
× |
Vegetarian |
yes |
yes |
yes |
ü |
Iron |
5 |
7 |
12 |
ü |
Vegetable & fruit |
19 |
20 |
39 |
ü |
Dairy |
12 |
12 |
24 |
ü |
Cereal etc. |
10 |
13 |
23 |
ü |
Joel is a charming young boy, who loves to play with his friend in the day care home. He also loves to play with construction equipments and train track. Now, while preparing him for his hospital stay, he needs support for retaining his confidence level and reducing his fear of hospital stay. In this context, his mother Amanda has a major role. Thus, the day care staffs must involve his mother for his preparation of hospital stay. As he is only 4 years old, the care workers and family members should let him know about the hospital stay before a couple of days. His mother Amanda needs to be present, while telling about the hospital stay to Joel. A story can be developed and told to him by his mother and care workers that, he is going for a campaign, where a play is going on named “how strong are you?” Here, the child who will show the signs of fitness will get a reward. Thus, he needs to go to hospital and stay for some days, where he would undergo a little operation, about which his mother has already discussed.
If he looks upset, to motivate him, again the example of heroes can be given, like, “Amanda! Your hero looks upset! Nevertheless, heroes never lose their hope and confidence! To be like superman, you should have good listening power Joel!” To reduce her stress, the care workers can provide an environment related to hospital. The care workers can dress up like doctors and nurses and his room can be decorated as a hospital room. He will be encouraged to tell about his fear. The playful environment in the care home, which looks like a hospital, would enhance his confidence (Logan, Press & Sumsion, 2012).
Reference List
Essa, E. L. (2012). Introduction to early childhood education. Cengage Learning.
Fenech, M., Giugni, M., & Bown, K. (2012). A critical analysis of the’national quality framework’: Mobilising for a vision for children beyond minimum standards. Australasian Journal of Early Childhood, 37(4), 5.
Logan, H., Press, F., & Sumsion, J. (2012). The quality imperative: Tracing the rise of’quality’in Australian early childhood education and care policy.Australasian Journal of Early Childhood, 37(3), 4.
Wong, S., Sumsion, J., & Press, F. (2012). Early childhood professionals and inter-professional work in integrated early childhood services in Australia. Australasian Journal of Early Childhood, 37(1), 81.
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