Gd421 V12.2 Kate Muir Questions And Answers
GD421 v12.1 Introduction to ECE
20130683 Kate Muir
Short Answer 1
The quality indicators I have chosen to discuss are, stable staffing and consistent care-giving, a responsive adult and trained staff. I believe these three quality indicators are important for children in early childcare services.
Firstly, I will address stable staffing and consistent care-giving. Children find comfort in familiarity and routine. They will learn from spontaneous experiences but also need predictability in order to feel safe and gain a sense of belonging. The consistence of care, in a responsive and stable setting, will help the child to develop an understanding of their routine and recognize a connection between their learning environments. They …show more content…
should have a consistent key carer to tune in to their needs and to develop a trusting bond with. This is important for young children as it helps them to develop the confidence to explore and challenge themselves. Secondly I will discuss the importance of a responsive adult. Reciprocal relationships and interactions with an adult are essential in the development of young children. It is important for children to be learning in an environment they trust and feel safe in. They need to know they have a place and that their needs will be responded to. Through responsive relationships children have security that these requirements will be met. The role of the educators role is to interact with the children, engage in their learning and reciprocate their enthusiasm and energy. Lastly, I will consider the advantage of trained staff in early childhood centers. Although untrained childcare workers may have experience, I believe a child 's well-being and education benefits more from an environment run by qualified teachers. Throughout study, child-carers acquire knowledge and understanding of the curriculum and all aspects of childhood education. They gain an awareness of the needs, characteristics and capabilities of children as well as over all understanding of them as they grow.
The three quality indictors I chose to discuss are, in my opinion, the key elements that demonstrate quality care-giving. All aspects of quality care contribute to ensuring the child 's well-being is being met and their learning experiences are valuable.
1
GD421 v12.1 Introduction to ECE
20130683 Kate Muir
Short Answer 2
I have chosen to discuss childcare centers and playcentres. These services have a similar environment yet differ considerably in philosophy and coordination. I will explore parent involvement, goals and funding of these two services. Firstly I will consider the history of each service in New Zealand. In the late 1800s childcare centers were primarily a service for disadvantaged children. By 1950 society had come to the realization that these services were beneficial for all children and their families. They are a licensed teacher-led service usually for children from 0-5, these days they are often run based on a specific philosophy.
Playcentres began in 1941 as a service to support single mothers whose partners were away with the second world war. They are a parent-led service for children from 0-5. Most are licensed and belong to a National New Zealand Playcentre Federation ,formed in 1948, who offer free education programs for parents. There are now approximately
450 centers around the country.
A playcentres philosophy is based on the importance of parents as educators. Parents are provided with free training, however this contrasts significantly to childcare centers where at least half of the staff need to be sufficiently qualified and registered. Although childcare centers are a teacher-led service, they encourage partnerships with the parents and present opportunities for parents to get involved in the child’s learning. Both services acknowledge the benefits of parent involvement, evidently one more so than the other.
Another contrast I have observed in that teachers in a centre prepare activities to challenge the children and allow for spontaneous learning experiences whereas playcentres emphasize the importance of nonstructured child-initiated play. Although their methods of teaching are reasonably different, both services maintain an equitable approach and work towards the same objectives that reflect quality early childhood education. Both services educated the children with an understanding of New Zealand culture by integrating maori heritage and language into their environment designed for learning. They each provide a place of learning where children feel secure, supported and included and are encouraged to work, play and learn at their own pace.
2
GD421 v12.1 Introduction to ECE
20130683 Kate Muir
The Government part-funds all childcare services at different rates depending of the quality the services provides. Because childcare centers employ qualified educators, they receive a higher rate of funding than playcentres. Although parents and caregivers running playcentre are provided with education courses it is not substantial enough to meet the requirements for a higher rate of funding. They receive a lower rate of funding as do most Parent-led services. Both services charge fees from parents however playcentres are significantly lower than childcare centers, in some cases parents will be asked for a donation. In childcare centers families can be assisted with fees by
Work and Income(WINZ) by receiving childcare subsidy if they have a low income.
My decision to discuss these two services was based on the contrasting factors that I found to be advantageous in both situations. Although each service operates under a different set of principles and structure, they share the goal of providing a setting for children to thrive and enhance their learning and social development.
3
GD421 v12.1 Introduction to ECE
20130683 Kate Muir
References
Choices In Early ChIldhood EducatIon, http://www.minedu.govt.nz/
Early Childhood Education: A Guide for Parents, June 2007
http://www.playcentre.org.nz, Playcentre history
Stover, S. L. Free play: A brief history. Playcentre Journal, 2012
http://www.lead.ece.govt.nz/
http://www.educate.ece.govt.nz/
4
GD421 v12.1 Introduction to ECE
20130683 Kate Muir
Short Essay
In an Early childhood environment there are many emotional and physical factors that need to be considered in relation to health and
safety.
Children will be best supported when all of these factors are looked at as a whole. A holistic approach is the sensible way to deal with the interrelationship of safety, nutrition and health in the well-being of young children. (Cathie Robertson. 2010.Pg 6)
In this essay I will discuss three factors that encourage health and safety in childhood centers; recognizing and removing potential hazards, providing a hygienic and clean environment and nutrition across the early years. In these discussions I will consider the role of the teacher in promoting these factors and putting them into effect.
A significant role of an early childhood teacher is to use preventive and protective measures to provide and maintain a low-risk environment where children are safe to explore and discover. Observation, supervision and role modeling are essential actions to prevent injury or harm in early childhood centers. Teachers need to demonstrate safety in their own actions. Children observe and imitate the adults in their lives. "A safety policy for role modeling should reflect those
behaviors the teacher wished to instill in the children."(Cathie Robertson Pg 72)
In all aspects of safety education teachers should remain professional.
Fire drills should be taken seriously and children need to be aware of any boundaries put in place to ensure their well-being. Educating children on potential hazards and risks will increase their safety not only at the centre but in other environments such as their home. They will be able to identify unsafe situations and develop a sense for danger.
While around children teachers must be vigilant and observant in order to maintain a hazard free environment. It is their duty to insure "all practicable steps are taken to eliminate, isolate, or minimize hazards to the safety of children." (MoE 2008, Pg19) This includes toys that are safe, maintained and developmentally appropriate, cleaning products locked away or out of reach and the staff-to-child ratio is in compliance.
Another factor that contributes to high quality in childcare centers is a hygienic and clean environment. Hand washing is an essential element in the cleanliness of children which should be reinforced by teachers throughout the day. One of the Ministry of Education requirements for an early childhood centre is for children to have easy access to a sufficient amount of hand washing facilities and toilets. This area should be supervised and checked regularly to ensure it is kept as sterile as possible. Getting the children into a routine of washing their hands before eating and their teachers explaining why we do so plants the notion of hygiene and cleanliness at an early age. It is not necessary for the bathrooms be supervised constantly, however, teachers should be
5
GD421 v12.1 Introduction to ECE
20130683 Kate Muir
attentive and aware of children using the bathroom incase a child needs to be reminded or assisted.
Another important factor in the cleanliness of childcare centre are the children 's linen and sleeping arrangements. It is the responsibility of the teachers to make sure each child has a bed allocated to them with personal bed linen. If this is not possible bedding should be washed after each use. It is also the teachers duty to develop adequate cleaning schedules to ensure that the general cleanliness of the centre is of a high quality to lessen the risk of germs and spread of disease.
“Early childhood services have a role in helping to create a culture of healthy eating and to help children develop healthy eating behaviors”
(Auckland Regional Public Health Service Pg 9)
From a young age children form habits with their diet which could later be hard to change or reverse, this is why nutrition across the early years is a significant factor in the growth of children. Teachers should use education as a means of encouraging children to eat a healthy diet.
Children that are aware of nutrition and healthy eating from a young age are more likely make better food choices and maintain a healthier diet in later life. On a daily basis services should supply the children with a variety of nutritious foods from each of the four major food groups. Systems should be put in place for children with allergies and these should be known by teachers throughout the centre.
Addressing all aspects of health and safety in early childhood services is essential. The ministry of Education sets relevant standards that must be met in order to provide quality early childhood education. I have discussed a portion of the requirements in relation to hazards, hygiene and nutrition. It is the role of teachers in early childhood services to ensure that these elements along with others contribute to providing and maintaining a safe and healthy environment for children to advance to the best of their ability.
6
GD421 v12.1 Introduction to ECE
20130683 Kate Muir
References
Safety, Nutrition and Health in Early Education, 4th Edition, Cengage
Learning Inc. Cathie Robertson. 2010
Safety, Nutrition and Health in Early Education, 5th Edition, Cengage
Learning Inc. Cathie Robertson. 2011
Transforming Children 's Spaces: Children 's and Adults ' Participation in designing learning environments. Alison Clark. 2010
Inclusive Early Childhood Education: Development, Resources, and
Practice. Penny Low Deine. 2005
Promoting Health and Emotional Well-Being in Your Classroom. Randy
M. Page, Tana Page. 2011 www.arphs.govt.nz. Health and Safety Guidelines for Early Childhood
Centers- by the Auckland Regional Public Health Service. Feb 2013
Marotz, L. R., Cross, M. Z., & Rush, J. M. (2005). Health, safety, and nutrition for the young child (6th ed., pp. 193-207). Clifton Park, NY:
Thomson Delmar Learning.
Licensing Criteria For Early Childhood Education And Care Centers
2008, Ministry of Education.
7
20130683 Kate Muir
Short Answer 1
The quality indicators I have chosen to discuss are, stable staffing and consistent care-giving, a responsive adult and trained staff. I believe these three quality indicators are important for children in early childcare services.
Firstly, I will address stable staffing and consistent care-giving. Children find comfort in familiarity and routine. They will learn from spontaneous experiences but also need predictability in order to feel safe and gain a sense of belonging. The consistence of care, in a responsive and stable setting, will help the child to develop an understanding of their routine and recognize a connection between their learning environments. They …show more content…
should have a consistent key carer to tune in to their needs and to develop a trusting bond with. This is important for young children as it helps them to develop the confidence to explore and challenge themselves. Secondly I will discuss the importance of a responsive adult. Reciprocal relationships and interactions with an adult are essential in the development of young children. It is important for children to be learning in an environment they trust and feel safe in. They need to know they have a place and that their needs will be responded to. Through responsive relationships children have security that these requirements will be met. The role of the educators role is to interact with the children, engage in their learning and reciprocate their enthusiasm and energy. Lastly, I will consider the advantage of trained staff in early childhood centers. Although untrained childcare workers may have experience, I believe a child 's well-being and education benefits more from an environment run by qualified teachers. Throughout study, child-carers acquire knowledge and understanding of the curriculum and all aspects of childhood education. They gain an awareness of the needs, characteristics and capabilities of children as well as over all understanding of them as they grow.
The three quality indictors I chose to discuss are, in my opinion, the key elements that demonstrate quality care-giving. All aspects of quality care contribute to ensuring the child 's well-being is being met and their learning experiences are valuable.
1
GD421 v12.1 Introduction to ECE
20130683 Kate Muir
Short Answer 2
I have chosen to discuss childcare centers and playcentres. These services have a similar environment yet differ considerably in philosophy and coordination. I will explore parent involvement, goals and funding of these two services. Firstly I will consider the history of each service in New Zealand. In the late 1800s childcare centers were primarily a service for disadvantaged children. By 1950 society had come to the realization that these services were beneficial for all children and their families. They are a licensed teacher-led service usually for children from 0-5, these days they are often run based on a specific philosophy.
Playcentres began in 1941 as a service to support single mothers whose partners were away with the second world war. They are a parent-led service for children from 0-5. Most are licensed and belong to a National New Zealand Playcentre Federation ,formed in 1948, who offer free education programs for parents. There are now approximately
450 centers around the country.
A playcentres philosophy is based on the importance of parents as educators. Parents are provided with free training, however this contrasts significantly to childcare centers where at least half of the staff need to be sufficiently qualified and registered. Although childcare centers are a teacher-led service, they encourage partnerships with the parents and present opportunities for parents to get involved in the child’s learning. Both services acknowledge the benefits of parent involvement, evidently one more so than the other.
Another contrast I have observed in that teachers in a centre prepare activities to challenge the children and allow for spontaneous learning experiences whereas playcentres emphasize the importance of nonstructured child-initiated play. Although their methods of teaching are reasonably different, both services maintain an equitable approach and work towards the same objectives that reflect quality early childhood education. Both services educated the children with an understanding of New Zealand culture by integrating maori heritage and language into their environment designed for learning. They each provide a place of learning where children feel secure, supported and included and are encouraged to work, play and learn at their own pace.
2
GD421 v12.1 Introduction to ECE
20130683 Kate Muir
The Government part-funds all childcare services at different rates depending of the quality the services provides. Because childcare centers employ qualified educators, they receive a higher rate of funding than playcentres. Although parents and caregivers running playcentre are provided with education courses it is not substantial enough to meet the requirements for a higher rate of funding. They receive a lower rate of funding as do most Parent-led services. Both services charge fees from parents however playcentres are significantly lower than childcare centers, in some cases parents will be asked for a donation. In childcare centers families can be assisted with fees by
Work and Income(WINZ) by receiving childcare subsidy if they have a low income.
My decision to discuss these two services was based on the contrasting factors that I found to be advantageous in both situations. Although each service operates under a different set of principles and structure, they share the goal of providing a setting for children to thrive and enhance their learning and social development.
3
GD421 v12.1 Introduction to ECE
20130683 Kate Muir
References
Choices In Early ChIldhood EducatIon, http://www.minedu.govt.nz/
Early Childhood Education: A Guide for Parents, June 2007
http://www.playcentre.org.nz, Playcentre history
Stover, S. L. Free play: A brief history. Playcentre Journal, 2012
http://www.lead.ece.govt.nz/
http://www.educate.ece.govt.nz/
4
GD421 v12.1 Introduction to ECE
20130683 Kate Muir
Short Essay
In an Early childhood environment there are many emotional and physical factors that need to be considered in relation to health and
safety.
Children will be best supported when all of these factors are looked at as a whole. A holistic approach is the sensible way to deal with the interrelationship of safety, nutrition and health in the well-being of young children. (Cathie Robertson. 2010.Pg 6)
In this essay I will discuss three factors that encourage health and safety in childhood centers; recognizing and removing potential hazards, providing a hygienic and clean environment and nutrition across the early years. In these discussions I will consider the role of the teacher in promoting these factors and putting them into effect.
A significant role of an early childhood teacher is to use preventive and protective measures to provide and maintain a low-risk environment where children are safe to explore and discover. Observation, supervision and role modeling are essential actions to prevent injury or harm in early childhood centers. Teachers need to demonstrate safety in their own actions. Children observe and imitate the adults in their lives. "A safety policy for role modeling should reflect those
behaviors the teacher wished to instill in the children."(Cathie Robertson Pg 72)
In all aspects of safety education teachers should remain professional.
Fire drills should be taken seriously and children need to be aware of any boundaries put in place to ensure their well-being. Educating children on potential hazards and risks will increase their safety not only at the centre but in other environments such as their home. They will be able to identify unsafe situations and develop a sense for danger.
While around children teachers must be vigilant and observant in order to maintain a hazard free environment. It is their duty to insure "all practicable steps are taken to eliminate, isolate, or minimize hazards to the safety of children." (MoE 2008, Pg19) This includes toys that are safe, maintained and developmentally appropriate, cleaning products locked away or out of reach and the staff-to-child ratio is in compliance.
Another factor that contributes to high quality in childcare centers is a hygienic and clean environment. Hand washing is an essential element in the cleanliness of children which should be reinforced by teachers throughout the day. One of the Ministry of Education requirements for an early childhood centre is for children to have easy access to a sufficient amount of hand washing facilities and toilets. This area should be supervised and checked regularly to ensure it is kept as sterile as possible. Getting the children into a routine of washing their hands before eating and their teachers explaining why we do so plants the notion of hygiene and cleanliness at an early age. It is not necessary for the bathrooms be supervised constantly, however, teachers should be
5
GD421 v12.1 Introduction to ECE
20130683 Kate Muir
attentive and aware of children using the bathroom incase a child needs to be reminded or assisted.
Another important factor in the cleanliness of childcare centre are the children 's linen and sleeping arrangements. It is the responsibility of the teachers to make sure each child has a bed allocated to them with personal bed linen. If this is not possible bedding should be washed after each use. It is also the teachers duty to develop adequate cleaning schedules to ensure that the general cleanliness of the centre is of a high quality to lessen the risk of germs and spread of disease.
“Early childhood services have a role in helping to create a culture of healthy eating and to help children develop healthy eating behaviors”
(Auckland Regional Public Health Service Pg 9)
From a young age children form habits with their diet which could later be hard to change or reverse, this is why nutrition across the early years is a significant factor in the growth of children. Teachers should use education as a means of encouraging children to eat a healthy diet.
Children that are aware of nutrition and healthy eating from a young age are more likely make better food choices and maintain a healthier diet in later life. On a daily basis services should supply the children with a variety of nutritious foods from each of the four major food groups. Systems should be put in place for children with allergies and these should be known by teachers throughout the centre.
Addressing all aspects of health and safety in early childhood services is essential. The ministry of Education sets relevant standards that must be met in order to provide quality early childhood education. I have discussed a portion of the requirements in relation to hazards, hygiene and nutrition. It is the role of teachers in early childhood services to ensure that these elements along with others contribute to providing and maintaining a safe and healthy environment for children to advance to the best of their ability.
6
GD421 v12.1 Introduction to ECE
20130683 Kate Muir
References
Safety, Nutrition and Health in Early Education, 4th Edition, Cengage
Learning Inc. Cathie Robertson. 2010
Safety, Nutrition and Health in Early Education, 5th Edition, Cengage
Learning Inc. Cathie Robertson. 2011
Transforming Children 's Spaces: Children 's and Adults ' Participation in designing learning environments. Alison Clark. 2010
Inclusive Early Childhood Education: Development, Resources, and
Practice. Penny Low Deine. 2005
Promoting Health and Emotional Well-Being in Your Classroom. Randy
M. Page, Tana Page. 2011 www.arphs.govt.nz. Health and Safety Guidelines for Early Childhood
Centers- by the Auckland Regional Public Health Service. Feb 2013
Marotz, L. R., Cross, M. Z., & Rush, J. M. (2005). Health, safety, and nutrition for the young child (6th ed., pp. 193-207). Clifton Park, NY:
Thomson Delmar Learning.
Licensing Criteria For Early Childhood Education And Care Centers
2008, Ministry of Education.
7