certificate 3 childcareCHCECE003 22 1. 2. 3. 4. 5. 6. 7. 33 44 I III II ...

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certificate 3 childcareCHCECE003 22 1.  2.   3.     4.      5.   6.  7.        33 44 I III II                                   55  66 1.  1.1                    1.2                     ●  ඗  ඗  ඗  ඗  ●  ●  ●   77 1.3           ●  ●  ●  ●                                                         ●     ඗      ඗              ●    ●  ●  ●     http://www.acecqa.gov.au/Improved-educator-to-child-ratios http://www.acecqa.gov.au/Improved-educator-to-child-ratios http://www.acecqa.gov.au/educators-and-providers1/qualifications http://www.acecqa.gov.au/educators-and-providers1/qualifications http://acecqa.gov.au/national-registers http://acecqa.gov.au/national-registers http://www.acecqa.gov.au/national-quality-framework/national-law-and-regulations/approved-early-learning-frameworks http://www.acecqa.gov.au/national-quality-framework/national-law-and-regulations/approved-early-learning-frameworks http://www.acecqa.gov.au/national-quality-framework/national-law-and-regulations/approved-early-learning-frameworks https://www.acecqa.gov.au/national-quality-framework https://www.acecqa.gov.au/national-quality-framework 88 1.4          99 1.5      ●  ●    ●  ●       http://www.earlychildhoodaustralia.org.au/our-publications/eca-code-ethics/ http://www.earlychildhoodaustralia.org.au/our-publications/eca-code-ethics/ 1010 2.        ●    ●    ●    ●    ●        1111      ●    ●      ●    ●    ●          ●  ●  ●  ●  ●  ●    ●   https://www.acecqa.gov.au/nqf/national-law-regulations/approved-learning-frameworks https://www.acecqa.gov.au/nqf/national-law-regulations/approved-learning-frameworks http://www.acecqa.gov.au/Relationships-with-children 1212 2.1                   ●    ඗  ඗  ●    ඗  ඗  ●  ඗    ඗  ඗  ●  ඗  ඗  ●  ඗  ඗ https://www.youtube.com/watch?v=UtGqRVIKg4U 1313    ●  ඗  ඗  ඗  ඗  ●  ඗  ඗  ●  ඗  ඗  ●  ඗  ඗  ●  ඗  ඗  ●  ඗  ඗  ●  ඗  ඗  ඗  ඗  ●  ඗  ඗  ඗  ●  ඗  ●  ඗  ඗  ඗    https://youtu.be/-H14NNUYwVc 1414 2.2     ●  ●                         ●      ●    ●  ඗  ඗    ●  ඗  ඗    ඗    ●  ඗  ඗      ඗   1515      ●    ●  ●  ●  ●      ●  ●  ●        1616                                             1717                                                  1818                                        ●  ●    ●         1919      ●    ●  ●          2020                                                                              2121                ●  ●  ●  ●    ●    ●    ●  ●  ●     2222 2.3                                                                https://files.eric.ed.gov/fulltext/ED524739.pdf https://files.eric.ed.gov/fulltext/ED524739.pdf 2323                           http://raisingchildren.net.au/articles/activities_for_younger_kids.html http://raisingchildren.net.au/articles/activities_for_younger_kids.html 2424 3.  3.1           ●    ●  ●  ●  ●  ●  ●       ●  ●  ●  ●    ●  ●    ●  ●  ●           2525                   ●  ●  ●    ●  ●  ●       2626                         https://www.health.gov.au/health-topics/exercise-and-physical-activity https://www.health.gov.au/health-topics/exercise-and-physical-activity 2727 3.2         ●  ●  ●  ●            ●  ●  ●  ●  ●        2828                ●  ●  ●         ●  ●    ●  ●    ●    ●  ●  ●  ● 2929         ●  ●  ●  ●  ●  ●  ●  ●  ●                  3030      ●  ●  ●  ●  ●                                             ●    ●  ●  ●   3131 4.               ●    ●  ●    ●  ●  ●  ●  ●  ●     3232                 ●          ●         ●         3333 4.1      ●  ●  ●      ●  ●      ●  ●  ●      ●  ●  ●  ●      http://raisingchildren.net.au/articles/family_routines_how_and_why_they_work.html http://raisingchildren.net.au/articles/family_routines_how_and_why_they_work.html https://www.kidspot.com.au/parenting/toddler/toddler-development/why-routine-and-structure-benefits-your-toddler/news-story/fe84fec963d779fd4f032b312f182ebe https://www.kidspot.com.au/parenting/toddler/toddler-development/why-routine-and-structure-benefits-your-toddler/news-story/fe84fec963d779fd4f032b312f182ebe https://www.kidspot.com.au/parenting/toddler/toddler-development/why-routine-and-structure-benefits-your-toddler/news-story/fe84fec963d779fd4f032b312f182ebe 3434         ●  ●  ●  ●      ●  ඗  ඗  ඗  ●  ඗  ඗  ඗ 3535     ●  ●  ●  ●       ●  ●  ●  ●  ●  ●  ●         ●    ●    ●          3636 4.2        ●  ●    ●       ●  ඗  ඗  ඗  ඗  ඗  ●  ඗  ඗  ඗                            3737      ●    ●  ●               ●    ●    ● 3838                ●  ඗  ඗  ඗        https://www.acecqa.gov.au/sites/default/files/2020-01/Guide-to-the-NQF_2.pdf https://www.acecqa.gov.au/sites/default/files/2020-01/Guide-to-the-NQF_2.pdf 3939         ●  ●  ●  ●  ●  ●  ●           ●  ●  ●    ●  ●  ●  ● 4040    ●  ●  ●  ●        https://www.acecqa.gov.au/sites/default/files/2018-01/NQF-Resource-02-Guide-to-ECS-Law-Regs.pdf 4141 4.3                     ●    ●      ●    ●    ●    ●    ●  ●  ●  ● 4242     ●  ●  ●  ● 4343 5.     ●      ●    ●

Insha · Accepted Answer

Question 1 A
Question
a. What is the name of the body responsible for overseeing the education and care of children in Australia under the National Quality Framework (NQF)?
The Australian Children's Education and Care Quality Authority (ACECQA) is a non-governmental organisation that aids governments in implementing the National Quality Framework (NQF) for children's education and care.
b. What services are covered by the NQF?
The NQF addresses:
i. Long day care
ii. Day-care for families
iii. kindergartens (or kindergartens)
iv. Services for after-school care are available.
v. Care provided at home (Western Australia).
c. Research the NQF, particularly Quality Area 2 and Quality Area 3. In your own words, provide a brief outline of:
i. The National Quality Standards for children's health and safety are being met by schools and nurseries across England. The goal of Quality Area 2 is to keep children safe from infection, damage, and injury, to encourage each child's increasing confidence, independence and competence and to reducing risks. 
ii. The goal of Quality Area 3 of the National Quality Standard is to guarantee that the physical environment is safe, appropriate, and offers a broad and wide range of experiences. The way space and resources are used is determined by how the environment is planned, equipped, and organised.
· Elements 2.1.1 and 2.1.3 from Quality Area 2
· Element 2.1.1 contentment and wellbeing.  Each child's well-being and comfort are prioritised, with suitable chances offered to support each child's need for sleep, rest, and relaxation.
· Element 2.1.3 Healthy way of living. Physical activity and healthy diet are encouraged and tailored to each child's needs.
· Elements 3.1.1 and Element 3.2.1 from Quality Area 3
· Element 3.1.1 Suitable for the task. Outdoor and indoor environments, structures, fittings, and fixtures are appropriate for their intended function, which includes facilitating access for all children.
· Element 3.2.1 Inclusive surroundings.  Outdoor and indoor settings are organised and customised to assist and engage every kid in excellent experiences in both constructed and natural contexts.
Question 2 A
Question
Conduct some research on the National Quality Standards (NQS). In no more than fifty (50) words, identify and briefly discuss the quality area within the Standards (NQS) that discusses indoor and outdoor spaces. Ensure you use your own words and add the website link from where you sourced the information.
The physical environment is the focus of Quality Area 3 of the National Quality Framework (NQF) for out-of-school care settings. When suitably resourced, these criteria include providing an inclusive built and natural environment in indoor and outdoor places that promotes play-based learning and is well maintained.

CHCECE003 22 1. 2. 3. 4. 5. 6. 7. 33 44 I III II 55 66 1. 1.1 1.2 ● ඗ ඗ ඗ ඗ ● ● ● 77 1.3 ● ● ● ● ● ඗ ඗ ● ● ● ● http://www.acecqa.gov.au/Improved-educator-to-child-ratios...

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