Early Childhood Education and Care Professionals and Inter-Profession

Question: Discuss about the Early Childhood Education and Care for Professionals and Inter-Professional Work. Answer: Introduction: Setting Katherine Into Care a) Amanda has enrolled her 10 months old baby Katherine to the day care center. Therefore, she is tensed about the fact that how her little baby will cope with the day care environment and the care workers. Thus, she would be talked nicely about the day care plan and how safe the place is for her little baby. She has enrolled her babies, Katherine and Joel for two days a week, Tuesday and Thursday. Thus, the day care plan for the 0-2 years old babies would be shown to her for her better understanding. The staff will assure her that her baby Katherine will be taken care individually, as she is too young to be detached from her mother a whole day. Initially, the care worker will encourage Amanda about the open door policy and ensure that she can pop in throughout the day or by phone. She would be shown that how the care environment will prioritize Katherines likes and dislikes by providing story books and objects that can be put inside one another. Amanda will be supported for breast-feeding by suggesting her to pump breast milk into a feeding bottle and give it to the care workers (Essa, 2012). She would be ensured that Katherine would be placed on lap and the care worker will feed her the stored breast milk, while singing the song ten teddy bears during her naptime. b) It will be good, if Amanda bring Katherine at least 2-3 weeks prior to her enrolment. It will help her to adapt in the new environment. Amanda can stay with her at the time for few hours; it will help to find the place familiar. Katherine can be encouraged to play with others in 0-2 years room. While playing, her brother Joel can join her and show her playing with friends is good. She can be provided with her favorite toys and storybooks. On the first day, Amanda will be advised to bring her child and leave the place soon, as both Katherine and Amanda would be upset for longer stay. The carer of Katherine would ask Amanda to say good-bye to Katherine. As Amanda leaves, Katherine can be upset, thus, it is recommended to keep Joel aside, it will help her to cope with the moment saying goodbye to her mother. Then, she would be shifted to reading room and her favorite storybooks will be provided. Amanda is suggested to talk Katherine through video conference, if she gets too upset (Fenech, Giugni Bown, 2012). These strategies support the National Quality standards including the 5th and 6th standards, Relationships with children and collaborative partnerships with families and communities. c) To establish a nurturing relationship with Katherine, the care worker needs to prioritize Katherines physical and emotional needs, to create feelings of trust and security. From the very first day, Katherine will be encouraged to play with other children and adapt the care routines. Katherine will be provided with an extra spoon during mealtime, to continue her habit. Her breakfast will include her favorite fruits. During play time, her favorite songs like ten teddy bears and round and round the garden will be played for giving her a homely feelings. A kitchen play can be set on a small table, where she can explore her likings. Group activities can be arranged including, fitting objects into each other, which is her favorite game. Providing Healthy and Culturally Appropriate Meals, Snacks and Drinks a) Monday Tuesday Wednesday Thursday Friday Morning tea Breakfast biscuit with chocolate milkshake Tomato segments Toasted crumpet with fruit spread Fruit, milk Toast and spread Fruit Milk with chocolate Raisin toast Banana slice Milk with chocolate Toasted Muffin with cheese zucchini Milk with chocolate Lunch Cooked pasta/ plain rice Green beans Corn niblets Banana yoghurt Boiled Water Taco filled with Minced vegetables and cheese Fruit sponge pudding and Custard/ yoghurt Boiled Water Crusty French bread Rice with peas Fruit Platter/ banana yogurt Boiled Water Vegetable soup with mayonnaise Fruit Platter Yoghurt Boiled Water Oodles of Noodles with Beans and carrots/ rice bubbles Custard and fruit salad Boiled Water Afternoon tea Wholemeal fruit bread, spread and Milk with chocolate Ribbon sandwiches chocolate milk shake, crackers Pita bread, Vegetable sticks and Humus dip Milk with chocolate Bread toast with cheese stuffing Banana slices, crackers Cream Cheese sandwich with carrot muffins Chocolate Milkshake/ boiled water b) Monday Tuesday Wednesday Thursday Friday Morning tea Fruit plater (including banana), milkshake/ boiled water Baked zucchini, cheese sandwich, Orange juice/ boiled water Banana muffins (eggless), plain bread toast with mixed fruit jam, Milk with chocolate Cheese sandwitch, sliced zucchini, pineapple juice / boiled water Chocolate cornflakes, steamed carrot stick, Yoghurt dip Lunch Vegetable hotspot with couscous, yoghurt, boiled water Rice balls with carrot sticks, mixed fruit custard, boiled water Pasta with baby corn, carrot and mushroom, banana custard, boiled water Wholegrain sandwich with cheese stuffing/ plain rice with peas, sliced zucchini, boiled water Broccoli and mushroom stir fry with brown rice/ vegetable soup, fruity yoghurt, boiled water Afternoon tea Pikelet with ricotta spread/ corn soup, crackers, Milk with chocochips/ boiled water Rice cakes and toppings, corn dip, milk/ boiled water Banana muffin, chocolate milkshake/ water, crackers Fresh fruit platter with banana and zucchini, custard Cheese-carrot balls, chocolate biscuit, boiled water c) Serving type Menu week one total number of serves Menu week two total number of serves Total number of serves for fortnight Minimum number of servings for fortnight met Red meat 0 0 0 White meat 0 0 0 Vegetarian yes yes yes Iron 5 7 12 Vegetable fruit 19 20 39 Dairy 12 12 24 Cereal etc. 10 13 23 d) According to the element 2.1.1 in quality area 2, each childs health needs are supported. These menu plans support their dietary needs for healthy growth. Standard 2.2.1 depicts that healthy eating is promoted and food and drinks provided by the service are nutritious and appropriate for each child. The menu plan complied the national dietary checklist for children, thereby supporting the above standard. Providing Support to Families and Children to Promote Healthy Drinking and Eating a) Joel prefers sweet drinks, chocolate and snacks. These foods usually have significant negative impact upon the dental and general health of Joel. Joel can have dental cavity due to tooth decay. Tooth enamel can be damaged. In case of general health, he can suffer from obesity, which is one of the most prevalent children health issue in Australia. It enhances the risk of a number of diseases (Wong, Sumsion Press, 2012). b) A health promotion can be arranged for Joel and Amanda, where some play like The Hero Food Movement can be done. Here, Amanda can be asked what do your hero eats? Based on Amandas answer, the heros ability and the food they eat can be linked. Such as, Superman has x-ray vision, carrot is good for vision. Superman must eat carrot! Whoever wants to be superman should eat carrot. Another strategy is involving children in preparing healthy food. An award system is encouraging for having balanced diet at home and less snacks and chocolate. A hero sticker can be offered to consume less chocolate. c) The Australian Early Childhood Code of Ethics helps to ensure the delivery of safe and healthy practice to the children in long day care centers. In relation to the children like Joel and Katherine, the codes, 1.1 act in best interest of the child and 1.6 create and maintain safe, healthy environment, create spaces and places, which enhance childrens learning, development, engagement, initiative, dignity, self-worth and show respect for their contributors are helpful. On the other hand, in relation to the parents like Amanda, the codes 2.4 develop partnerships with families and engage in shared decision making where appropriate and 2.9 be sensitive to the vulnerabilities of children and families and respond in ways that empower and maintain the dignity of all children and families are helpful (Logan, Press Sumsion, 2012). Preparing Joel for Going to Hospital Joel is a charming young boy, who loves to play with his friend in the day care home. He also loves to play with construction equipments and train track. Now, while preparing him for his hospital stay, he needs support for retaining his confidence level and reducing his fear of hospital stay. In this context, his mother Amanda has a major role. Thus, the day care staffs must involve his mother for his preparation of hospital stay. As he is only 4 years old, the care workers and family members should let him know about the hospital stay before a couple of days. His mother Amanda needs to be present, while telling about the hospital stay to Joel. A story can be developed and told to him by his mother and care workers that, he is going for a campaign, where a play is going on named how strong are you? Here, the child who will show the signs of fitness will get a reward. Thus, he needs to go to hospital and stay for some days, where he would undergo a little operation, about which his mo ther has already discussed. If he looks upset, to motivate him, again the example of heroes can be given, like, Amanda! Your hero looks upset! Nevertheless, heroes never lose their hope and confidence! To be like superman, you should have good listening power Joel! To reduce her stress, the care workers can provide an environment related to hospital. The care workers can dress up like doctors and nurses and his room can be decorated as a hospital room. He will be encouraged to tell about his fear. The playful environment in the care home, which looks like a hospital, would enhance his confidence (Logan, Press Sumsion, 2012). Safe Collection of Child a) According to the national regulations of early education and care, a child must be released from a day care, once the identity of the person is verified; who have came to take the child from day care centre. Therefore, Pam will be requested to show her photo identity card and her I card will be verified with the childrens register, where Pam has enrolled as an authorized person to collect children. After verifying, Amanda will be informed over phone and a confirmation from her will be collected, then only the children would be handed over to Pam (Essa, 2012). Till then, she have to wait at waiting room. Before discharge, she would have to sign in the collection registered. b) According to national Law, section 165, 167 and National regulation 99, 158-159 and 176, A parent or authorized nominee collects the child, a parent or authorized nominee provided written authorization for the child to leave the premises (Essa, 2012). Therefore, these regulation and law statements have been reflected upon the way of releasing Joel and Katherine with Pam. Reference List Essa, E. L. (2012).Introduction to early childhood education. Cengage Learning. Fenech, M., Giugni, M., Bown, K. (2012). A critical analysis of the'national quality framework': Mobilising for a vision for children beyond minimum standards.Australasian Journal of Early Childhood,37(4), 5. Logan, H., Press, F., Sumsion, J. (2012). The quality imperative: Tracing the rise of'quality'in Australian early childhood education and care policy.Australasian Journal of Early Childhood,37(3), 4. Wong, S., Sumsion, J., Press, F. (2012). Early childhood professionals and inter-professional work in integrated early childhood services in Australia.Australasian Journal of Early Childhood,37(1), 81.