Regulation or Standard

Specific section/ item

Aim

National Regulations

Regulation 155:

Education and Care Services National Regulations – REG 155 is implemented to keep interacting with the children at the care home and the educators will be able to encourage the children to express their views and opinions. By applying this rule or regulation, The educators of the childcare institute can protect the rights and freedom of individuals admitted there as well as provides them with proper guidance towards some kind of behaviour that can be acceptable to the society. This regulation also ensures that the cultural values are respected by the children, which can improve their self-esteem skills and intellectual development to understand what is right or wrong (Sheridan et al. 2012). The rule is implemented in such a way so that the educators can be consistent while delivering the services, i.e., makes the students learn about the cultural values and beliefs and respect those to contribute to their well being.

National Regulations

Regulation 168:

Education and Care Services National Regulations – REG 168 allows the educators of the childcare home to make sure that the laws, rules and regulations are in line with the policies and procedures and everyone need to maintain otherwise, otherwise penalty is evitable. The regulation also covers the health and safety matters that have been applicable for delivering care services to the children. Proper nutrition, protection from any kinds of harm, water safety and proper amount of rest must be provided for the students, according to this regulation 168 (Australian Public Service Commission 2012). Dealing with all the medical conditions and delivering the best quality services to create safe environment for the children is also considered as major approaches made available at the child care by following this national regulation 168.

National Quality Standards

QA 6.1

The National Quality QA 6.1 aims to form partnerships through effective communication and developing own strengths through knowledge to meet up to the expectations of the service users. By managing this rule, the educators of the child care has aimed at providing the best quality services through welcoming of the families from diverse backgrounds and culture to make their children study under the same roof together. It contributes largely to the care and education of the children by facilitating the process of communication and establishing a sense of trust and loyalty among the families and parents whose children are admitted at the childcare home (Carrington et al. 2014). This regulation further aims to develop a strong and inclusive community where shared decision making is promoted along with stable relationships between the families, furthermore felt secure and much safer for their children.

National Quality Standards

QA 6.2

Families and parents play a major role in improving their children’s lives and  by following this National Quality Standard QA 6.2, the educators have communicated with the families and parents and understood about the needs and preferences of the children. This is a major approach undertaken by the Government so that the childcare homes follow this rules to maintain the quality standards and gather knowledge from the parents to support the children in a better way. This has made the educators provide information to their parents so that they could manage their parenting roles and responsibilities and serve the children as well as the community for their well-being and secured future. Thus, the knowledge and skills of the children would improve and the families would be supported in their parenting roles too (Granic et al. 2014).

Code of Ethics

In relation to families, I will:

Implement the laws, rules and regulations properly so that the staffs of the childcare follow those and make sure that the quality standards are maintained. In case, the quality standards will not be met, the organisation may even have to pay high penalty. To promote the early childhood education and care environment, laws, rules and regulations must be developed according to the principles of the United Nations Convention on the Rights of the Child for evaluating the values and beliefs that should be shared as early childhood aspects with the children. The educators should use their professional behaviours to support and guide the students as well as allow them to make decisions collectively by respecting each other’s opinions and responses willingly (Goldstein 2012).

Early Years Learning Framework

Outcome 1

The Early Years Learning Framework for Australia is used at the childcare home to make sure that the children have a strong sense of identity and interact with each other, regardless of their backgrounds or culture from which they belong. The children has gained a good level of well being and became more confident to keep themselves safe and secure as well as the community within which they live. The children have gained the ability to conduct researches on certain things and applied their cohesive knowledge to adapt to changes, furthermore make decisions and even maintain the values and beliefs learned from their parents.

Early Years Learning Framework

Outcome 2

The Early Years Learning Framework has not only benefited the children but also the educators who have been string willed to provide the best quality care services to them for their health and well being. By providing guidance to them through the utilisation of this framework, children have become effective communicators, shared their messages, and inform among each other to obtain better skills, knowledge and expertise. The children aged between three to five years of age have been supported with education as well as extracurricular activities to engage actively with others and make shared decisions (Fantuzzo et al. 2012). They have been able to learn through experiences to gain success in life and at the same time, being own self, belonging and even aims to become a successful person in the future. This framework has allowed the educators to provide support to the children so that they can express their behaviours, personality and improve the level of disposition by showing innovation and creativity from their own perspectives (Paryab and Hosseinbor 2013).

United Nations Rights of the Child

Article 2 (Non-discrimination)

The Convention on the rights of children is applied to promote non-discrimination and make them know that they need to interact with other children from diverse backgrounds too. It protects the children from any kind of discrimination and ensures that they communicate with each other and share their responses and opinions regardless of their colour, race, religion or the kind of family from which they belong. The places where they live, their languages, culture, values and beliefs or even disability are kept aside and they must study together.  This convention also protects the rights of children and ensures that the educators do not discriminate of them by treating them unequally or providing services to them with bias (Carrington et al. 2014).

United Nations Rights of the Child

Article 3 (Best interests of the Child)

The Convention on the rights of children Article 3 shows that the educators and the childcare home itself must focus on the needs and requirements of the children at first. It is the primary responsibility of the educators to make decisions properly and do the things that will be best suited for catering the needs of the students. The decisions should be made by keeping in mind the outcomes and should be linked with the policies, laws and budget too. 

Contributing Factor

Scenarios

Age and developmentally appropriate behaviour

a.) Arianne is 2.3 years of age. She constantly takes toys from other children, saying “Mine!”. The other children get upset and cry when she comes near them.

Health and wellness

b.) Maria is 3.6 years of age. She has spent considerable time in hospital because of extreme asthma. Her parents are very worried about her and tend to be ‘over-protective’. Maria cries if not being given one-on-one attention when in the Centre (Brownell and Michael 2013)

Educator practice

c.) Brian (3.4 years) commenced care four weeks ago. He finds it difficult to separate from his mother in the morning. When his mother leaves, an educator takes his comfort rug away from him and puts it up high ‘so he won’t lose it’. Brian gets very upset and cries for long periods of time. When he finally stops, he refuses to talk to any of the educators

Home and family situation

d.) Ellen (4.2 years) lives in poverty with her single mother and three siblings. Ellen finds it difficult to share, prefers to play alone and can be physically aggressive towards other children if they come into her play space.

Childcare environment/ program

e.) Luke (4.6 years) is an only child and often described as active and curious. At childcare, Luke is disruptive, noisy, attention-seeking, and often says he’s ‘bored’ (Simpson 2014). He will interrupt other children’s games, group times and routines

Community and culture

f.) Tom (3.9 years) lives with his parents and four older brothers in an area of town where violence and abuse occur frequently. Tom becomes angry very quickly, displaying temper and aggression towards other children, educators and/ or equipment. His language includes several swear words and ‘put downs’.

Stage of social development

Educator best practice

Newborn – 18 months

This is quite difficult as the newborns are unable to talk or even share their feelings or expressions properly, thus the educators can be confused. The educators must properly give attention and respond to them whenever they are found to be crying. They must allow them to touch, feel or taste through various actions and make them feel like a safer place. They should provide the newborns with constant love, care and use cribs for letting them sleep peacefully (Wright and Ari 2014).

One year – Mid 2’s

Learning dependence should be established among the children aged between one year to mid-two. At this stage, the children become curious to touch things and even shows different tempers, try to walk or run and even climb, unable to understand the actual consequences. The educators must provide affection and respect to them, though patience should be required as well for prevent power plays during sleep, toilet. The independence level should be kept under control, otherwise the children might gain certain traits that might not be good for the future.

Mid 2’s – Mid 4’s

At this age, the educators could make learn their identity, their parents and even make them speak few words. The educators could make them learn about their need for food though improving their willingness to use the toilet whenever needed rather than not wetting their beds. The educators must show their humour and be patient to develop certain limits and make the child learn to obtain answers and discover own self (Cohen et al. 2014). Thus, the self-independence skills would improve as well.

Mid 3’s – 5 years

This is the next stage where educators must be focused on making them learn their identity a bit more. They should be careful while developing their intelligence level and set rules and expectations though to a certain extent by using proper logic and reasoning. This would also make them know about their parents more and develops sense of humour, furthermore allow the children to communicate with others.

Mid 4’s – 6 years

At this age, children become more cooperative and even gain the ability to understand certain things like expressing their hunger, feelings, expressions and willingness to do certain other things. The roles of educators are to provide clear directions to them by making them understand their expectations, furthermore make them respond to creativity and uniqueness (Mitchell et al. 2013). This could make the children engage in activities related to planning and create scopes to show their skills and knowledge too.

The response to emerging challenging behaviours is timely and appropriate and is evident when there is:

The educators have the first and foremost responsibility to deal with the challenging behaviour of the children within quick time and make sure that no harm is occurred to the child.

· Identifying the challenging behaviour is essential for determining the cause of such and ensures that the problems faced by the children are resolved as soon as possible.

· Involving the parents and families of the children is important to guide the behaviour of their children in a positive direction and develop collaborative partnerships as well.
Collaborative partnership could also involve communication between the children, educators and family to know about the learning procedures and make them both adopt the holistic and consistent approach.

· Rather than scolding the child or showing aggressive behaviours, it would be necessary to care for the child and try to understand what problem he or she had been facing.

· Avoiding power struggles and conflicts is another way to make their children know that they have been in their side and need to make some negotiations to acknowledge considerate positive behaviour (Leggett, Nicole and Margot 2013).

· Respecting and valuing the diversity is another way of handling challenges by the educators as it helps in preventing discrimination and allow children from different backgrounds and cultures to work together.

· Engagement of the children to develop behavioural expectations and set goals is another way by which communication skills will improve and the educators can understand the causes of challenging behaviours.