1. To maintain the dignity and privacy of a child there has to be the development of a relationship with the child and try to maintain this relationship. The child after the incident has taken place should be supported so that he feels secure and confident. The dignity of the child has to be maintained. The behavior of the child has to be guided by building the confidence and self-esteem of the child. According to the National law there should be interaction with the children so that he able to cope up with the incident. From the section 166, we know that it is an offence to use inappropriate discipline. This will help to maintain the dignity of the child (Guide to the National Quality Standard 2013).
2. To promote the safety from sun all the time the children should slip on clothing, use a hat and apply sunscreen. These are the defenses from the sun. The children have to be encouraged to use protection from the rays of the sun, as it is harmful for them. The broad hats will protect the ears, neck and face of the child from the heat. The children should play under the shade to reduce the overall exposure to the UV radiation.
3. The issue of the clothing has to be communicated to the parents in an effective manner. There should be a discussion with the families about the clothing policy followed by the preschool. The two ways communication will enable both the sides be acquainted with their perspectives and increase the understanding. The message when conveyed should have a sense of responsibility that will be shared.
4. The balance of the natural and artificial lighting contributes for the comfort and convenience of the children. The fresh and well-ventilated areas will make the children feel more energised and sleep better at night after spending times in these areas. Their health will improve sue to the well-ventilated places(Sugiyama et al.2012).
5. The four signs of stress are : (a) headache (b) decrease in the eating habits (c) being anxious and nervous than usual (d) frequent stomach aches
6. Signs of stress of the family member are: (a) being overprotective (b) being picky (c) Restlessness (d) expression of being emotionally distressed
7. The parents should feel welcome to visit their child as their wish. The likes and dislikes of the child should be enquired so that they are not distressed at home. The children should engage in the relaxing activities at the preschool. The feeling of stress in the child should to expressed to the care taker so that the child is relieved of the stress (Lamb 2014.).
8. Physical activities for children:
- Birth-1 – play and push games with the balls and soft toys, playing music to persuade playful progress of the child.
- 1-5 years – playing games as hide and seek, dancing and making movements to nursery rhymes.
- 5-12 years – engaging the child in physical activities for better health, getting the child involved in the different sports.
- The recognition of the sign of the illness was by noticing the that Andrew is feeling unwell and there a rashes on his visible body parts
- There is interaction with the other children and he is kept separate from the other children so that the illness does not spread.
- Andrew’s mother has been called up. The mother is asked to take him home so that the disease does not infect the other children (Li et al. 2013).
- There is an educational program so that the incident is recorded for future reference. The caregivers have to have an idea of how to manage these situations.
- The child is asked how he is feeling, to which he responds to wants to sleep.
- The caregiver communicates with him. From the section 166, we know that it is an offence to use inappropriate discipline. This will help to maintain the privacy of the child.
- According to the National law there should be interaction with the children so that he able to cope up with the incident. The mother calls up the school care service and informs that the child is suffering from measles.
1. When Grace goes up to the educator, she listens to the child’s problem and then suggests Grace to go and converse with her friends about the problem she is facing. Both the educator and Grace go up to her friends and discuss the problem. Grace’s friends clear the misunderstanding and inform her that they are still friends and they again start playing together. Thus by the strategy of effective communication among the friends the problem is solved. The two-way communication enabled the solving of issue between the friends and clearing of the confusion that had arisen (ECA learning Hub 2012).
2. The educator and Grace go up to her friends and discuss the problem. Grace’s friends clear the misunderstanding and inform her that they are still friends and they again start playing together. The children communicated among themselves and solved the misunderstanding through communication. The child thus feels secure and confident which increases their confidence and approach to dealing problems (David and Weinstein 2013).
3. The specific elements of the National Quality that the educators are meeting are:
- By enabling of the positive peer relationships, the child is growing.
- The children are benefitting from the care and concern that the educator is showing towards the child.
- This is enhancing the development of the child.
David, T.G. and Weinstein, C.S. eds., 2013. Spaces for children: The built environment and child development. Springer Science & Business Media.
ECA learning Hub, 2012 . [online] Available at: https://www.youtube.com/watch?v=EsIT3nwQ2H4 [Accessed 3 Sep. 2017].
Guide to the National Quality Standard, 2013. National-Quality-Framework-Resources-Kit. Australia: ACECQA, pp.100-200.
Lamb, M.E., 2014. Child care in context: Cross-cultural perspectives. Psychology Press.
Li, W., Farkas, G., Duncan, G.J., Burchinal, M.R. and Vandell, D.L., 2013. Timing of high-quality child care and cognitive, language, and preacademic development. Developmental psychology, 49(8), p.1440.
Sugiyama, T., Okely, A.D., Masters, J.M. and Moore, G.T., 2012. Attributes of child care centers and outdoor play areas associated with preschoolers’ physical activity and sedentary behavior. Environment and Behavior, 44(3), pp.334-349.