1.
Describe what non- invasive questions are provide an example of how you can use these types of questions when communicating with children and young people
Non-invasive-
2.
Give an example of an appropriate question when talking to a child you suspect is being abused, and an example of an inappropriate question
3.
Explain what a disclosure is and how you would respond to a direct disclosure
4.
Explain what a disclosure is and how you would respond to a direct disclosure
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1.
How can you promote positive behaviour?
2.
How can we gather information from children about their likes and dislikes?
3.
How do we consult children and what methods can we use?
Scenarios / Discussions
Scenario 1
Darcy has been asked to sit down and miss out on the dance game the children are about to engage in. Darcy is being excluded as he refused to stand next to Abby for dancing. Darcy said this is because “Abby smells”. Darcy announced this in in a loud voice to the whole group. When questioned later Darcy said he just wanted to stand next to Zach and didn’t really think Abby smelled.
How would you handle this situation?
How might Abby be feeling?
What may Darcy be feeling?
As it happened publicly, do the other children have a right/ need to know what happens?
Will you say anything to Abby and /or Darcy’s parents when they arrive? Why/ why not?
Scenario 2
Rebecca would like to assist the pre-school children with improving their problem solving skills. The children have expressed an interest in changing the layout of the room’s equipment. Rebecca suggest the children may like to design a new layout for the area themselves. The children are provided with the necessary resources in order to begin.
As it is important the children discuss their ideas, how would you support this conversation?
What support and resources can Rebecca provide to help the design decisions?
The area will need to be safe. How will this be communicated to the children?
What key safety issues will the children need to understand?
Assessment task
Select the case study that applies to your workplace or practicum setting:
Respond to the questions which follow your chosen case study. Make sure that you fully explain each answer.
CASE STUDY TWO- LONG DAY CARE
The City Child Care Centre is located in an inner suburb in a major city. The community it serves is very diverse in terms of family types, ethnic background and employment. The staff plan a program which is based on the interest, strengths and needs of the children. The indoor area is large, and although the outdoor area is fairly small, there is small park and playground next door. The cntre is licensed for 0 children under 2 years, and 15 children over 2 years. The program is divided along those lines. The group we will focus on is the over 2’s whose ages range from just over 2 years up to 5 years, and who are looked after by a range of caregivers ( including a qualified team leader). The staff are Jelena, Katrina, Bao, Sandra and Ben, who work in different shifts. The group is made up the following children:
·
Corazon, aged 2 ½ years, who has recently emigrated from Brazil with her parents.
·
Mitchell, aged 3 years, who is struggling to behave as the workers expect him to.
·
Belinda, aged 3 years, who is Aboriginal and speaks a dialect form of English.
·
Corey, aged 4 years, who is very big and strong for his age.
·
Bill, aged 4 years, who loves nothing more than to dress up and put on plays, and to dance to all kinds of music.
·
Chaminda, aged 4 ½ years, who dresses in traditional Indian dress.
·
Mel, aged 4 ½ years, who lives with her mother and grandmother – theya re struggling financially.
·
Kathy, aged 4 ½ years, who is extremely bright and can read as well as a second grader and who is fascinated with the computer.
·
Spencer, aged 5 years, who is about to start school and is very excited about it- he is becoming very frustrated within the childcare environment.
·
Robert, aged 4 years, who has cerebral palsy – he is extremely tiny ( about the size of one year old ) and is in a wheelchair.
·
Monique, aged 5 years, who loves nothing more than playing rough and tumble games in the outdoor area.
·
Catriona, aged 5 years, who is very quit and withdrawn and who is quite fearful of the thought of starting school soon.
1.
In this particular group of children, what factors will influence the language style used by the staff members when interacting with the children? What expectations do the staff for the children’s behaviour?
2.
Outline strategies staff could use to ensure that they are using appropriate and respectful verbal and non-verbal forms of communication with all of the children.
3.
Jelena ( the team leader) hears Sandra ( a relatively new unqualified worker) making the following statements over a period of time:
·
‘it’s a shame Belinda can’t talk properly.’
·
‘Who’d have thought we would have a little genius in our midst,’ (referring to Kathy).
·
‘Isn’t it a shame that Robert is stuck in that wheelchair- poor little love.’
a.
Outline how Jelena could explain to Sandra the reasons why her comments are not appropriate.
b.
Outline how Jelena could explain to Sandra how her comments could impact negatively on the self- esteem of the children concerned.
c.
Outline how Jelena could explain to Sandra how her comments could influence here interactions with the children concerned.
4.
Imagine that you are a caregiver in this room. You become a bit concerned when you hear the following comments from the children:
·
Belinda to Chaminda: ’You’ve got a funny dress on.’
·
Monique to Corazon: ‘ You talk funny.’
Explain how you could talk positively about the differences within this group of children and promote the differences as resources, rather than as problems.
5.
Outline strategies staff could use to clearly communicate positive and realistic expectations for behaviour to the children.
6.
Outline the three ways in which staff can encourage and support the children to behave in positive and appropriate ways.
7.
The behaviour of Mitchell and Spencer is causing some concern for the staff. Mitchell exhibits a lot of attention-seeking behaviour and Spencer is disruptive and boisterous due to his frustration at still being at childcare when he really wants to be at school.
a.
What factors will the staff need to take into account when they are planning how to deal with the inappropriate behaviours?
b.
Outline how the staff could apply limits for behaviour within the behaviour management policy for a day care centre.
c.
Outline two methods of behaviour management which the staff must not use and explain why they are inappropriate.
8.
Ensuring that all children are involved, explain how the staff could:
·
Identify the children’s interest, likes and dislikes.
·
Regularly consult the children about what they would like to do;
·
Encourage the children to express their interest and further develop new ideas.
9.
One of the older children asks bao, ‘ Could we have a picnic at the beach for our end of year party?’ Bao likes the idea and brings it to a staff meeting, where the idea is approved. The staff are aware that all of the children need to be consulted and involved in the collaborative decision making process. Given that some of the children are very young and that there is quite an age range in the group, they begin to discuss how they can involve all the children.
a.
If you were a member of this staff team describe the strategies you would suggest to:
·
Encourage all of the children to share their ideas at their own level of ability
·
Ensure that all suggestions are acknowledged
·
Assist the children with decision making and implementing their ideas
b.
Not all suggestions put up by the children will be able to be acted on. There might be limitations such as how much things will cost, need for transport, time constraints or lack of enough adults to supervise a group of this size.
·
How would you explain such limitations to the children without them feeling that their wishes and ideas were being ignored?
·
Suggest alternatives to the activity that can’t be acted on.
·
Outline how you would acknowledge the children’s suggestions regardless of the final decision.