QUESTION 1. Watch Babies and toddlers: Amazing learners – Video 1 at [1:27]. Benchmark Criteria

QUESTION 1. Watch Babies and toddlers: Amazing learners – Video 1 at [1:27]. Benchmark Criteria Demonstrated knowledge of how educators provide and monitor an environment that is stimulating and safe for babies and toddlers to learn in and encourage gross motor skills practice with appropriate resources. Questions 1 & 2 Look at the indoor playroom for babies and toddlers in this video [at 1:27 min] and discuss how educators use the physical space and resources to encourage gross motor skills practice. Discuss how this is an appropriate space for babies and toddlers to practice their gross motor skills and how it encourages them to explore their environment safely. Include in your answer…(Approximately THREE HUNDRED words) Three (3) ways educators have provided safe areas for the babies to explore (consider that babies use their hands, mouths and body to do that.) Resources the educators have provided that would stimulate autonomous learning and exploration. Resources that are promoting gross-motor development. VIDEO LINK: https://www.youtube.com/watch?v=DGls-Z4e6OI QUESTION 2. Watch Observing Practice Series NQS PLP – Arrival time [at 3:48 min] and describe how the educator builds trusting and reciprocal relationships with children. Benchmark Criteria Demonstrated knowledge of building trusting and reciprocal relationships with children and their families, using sensitivity and warmth. Question 3 Resources Watch Observing Practice Series NQS PLP – Arrival time K Kearns., (2020, 5th Ed) The Big Picture, Pg.294-295 Include in your answer the following…(Approximately THREE HUNDRED words) Identify three (3) ways the educator supported separation in the video for the child. Describe how the educator demonstrated sensitivity to the child. How did the educator build the child’s trust? How did the educator work with the dad to support his leaving? Describe how the educator followed the child’s lead in their responses. VIDEO LINK: https://www.youtube.com/watch?v=WcjU7yZfTss QUESTION 3. Describe how you would respond in the following scenario to comfort and settle Leila, in order to build trust, initiate engagement and help her to settle into the day (self-regulate). (Approximately THREE HUNDRED words) Leila (18 months) fell over on her way into the centre. She scraped her knee and bumped her head. She is still crying as she enters the centre. Mum apologetically explains that she needs to leave as she has an important meeting to attend. Benchmark Criteria Responded appropriately to toddler signs and cues and support children to recognise and label their emotions, support self-regulation and establish secure attachments. Question 5 QUESTION 4. Watch Babies and toddlers: Amazing learners – Video 1 at [12:00-12:16]. Supporting families during transition from home to care is an essential part of an educator’s role. Describe how you would support this family during a drop off if the mum was distressed and discuss how you would know she was experiencing separation anxiety. Benchmark Criteria Supported families during times of transition and arriving at the service by: communicating effectively with them to build strong partnerships; recognising signs of stress at time of separation and identifying appropriate responses; gathering information from the family to assist in transition from home to care. Question 6 Resources Babies and toddlers: Amazing learners – Video 1 Include in your answer the following points…(Approximately THREE HUNDRED words) Describe three (3) behavioural signs you would expect to see from mum if she were distressed. What response would you give to support her and minimise anxiety. (Describe how you might respond and explain how this would be effective.) Describe how you would support the child to recognise and label their emotions about mum leaving. What information would you like to know from mum to assist in the child feeling more settled today? VIDEO LINK: https://youtu.be/DGls-Z4e6OI QUESTION 5. Watch Babies and toddlers: Amazing learners – Video 2 at [05:25-5:48]. Reflect on what you have learned observing the educator in this video segment. Benchmark Criteria Critically reflected on own relationship with children, understand policies and procedures for interactions and encourage positive relationship building between children, supporting children’s agency to make choices and experience natural consequences. Question 7 Resources Babies and toddlers: Amazing learners – Video 2 Interactions with Children Policy for Little Catalysts ELC Refer to the Interactions with Children Policy for Little Catalysts ELC… Disuss the following…(Approximately FOUR HUNDRED words) Explain how you would support the children to resolve the conflict positively, if you were the educator in this scenario. What did you learn from observing the educator, regarding strategies for supporting children’s agency and experiencing natural consequences? What opportunities did you identify in in this example that would support children to learn pro-social skills? Describe how you would support pro-social skills learning as the educator in this situation. VIDEO LINK: https://youtu.be/8db0Gcv3V10 QUESTION 6. Watch Babies and toddlers: Amazing learners – Video 2 at [05:25-5:48] Observe how the educator facilitated the small group conflict experience. Benchmark Criteria Observed other educators’ relationships with children and reflect on how they supported child to child relationships using positive and respectful communication, during group interactions. Question 8 Discuss the following…(Approximately THREE HUNDRED words) Strategies the educator used to enable children to resolve the conflict, while developing their social, emotional and communication and language How the approach of the educator supported child-to-child relationship building. Strategies you will take from this observation and apply during placement to further develop your communication skills in children’s group interactions. VIDEO LINK: https://youtu.be/8db0Gcv3V10 QUESTION 7. Watch Babies and toddlers: Amazing learners – Video 1 at [01:35-02:24]. Observe the resources and interactions in this segment. Benchmark Criteria Demonstrated knowledge of how to encourage positive relationship building between children and their sense of identity. Question 9 Resources Babies and toddlers: Amazing learners – Video 1 Discuss how…(Approximately THREE HUNDRED words) Educators supported babies and toddlers to develop a sense of identity and build relationships with the children around them. As an educator, describe two (2) other ways, apart from what you observed in the video, that you could do to encourage babies and toddlers to have positive relationships with each other. (Use children from the video as a stimulus to develop your ideas.) VIDEO LINK: https://youtu.be/DGls-Z4e6OI QUESTION 8. Watch this example of an afternoon pick-up. Observing Practice Series – Sharing the child’s day with the parent at [0:00-1:32]. Observe the interactions between parent and educator and how the educator develops a sense of community. Benchmark Criteria Demonstrated knowledge of communication strategies that build partnerships with families through daily communication about their child’s activities. Demonstrated information gathering techniques from families to inform a holistic understanding of their child, behaviours. Demonstrated knowledge of how to support families to make choices and decisions about the education and care of their child. Question 10 Resources Observing Practice Series – Sharing the child’s day with the parent Discuss the following…(Approximately THREE HUNDRED words) How the educator involved mum in Matthew’s activities in the service community as a whole. Describe an example. How the educator built a sense of community for Hayden with Matthew’s mum. Matthew’s mum offered information about what Matthew was doing at home to express his interest in volcanoes and lava. What could the educator have done in this situation to gather more information from the mum? Describe what you would do in this situation to learn more about Matthew to better understand his interest and strengths. What could you do in this situation to involve Matthew’s mum more in making choices and decisions? (i.e., the book borrowing) How could you improve on what the educator had done? VIDEO LINK: https://www.youtube.com/watch?v=UivL7SB4cY4 QUESTION 9. Watch Babies and toddlers: Amazing learners – Video 1 at [02:45-07:04] Observe and reflect on this example of practice and discuss how educators used modelling to teach positive interactions and positively supported children to become confident, active participants in their own lives. Benchmark Criteria Demonstrated knowledge of how to model positive interactions with others and use practices that empower children to exercise their right to be active participants in their own lives. Provided responses that support confidence and resilience in children of varying abilities and through acknowledging their efforts and achievements. Question 11 – 12 Resources Babies and toddlers: Amazing learners – Video 1 Include in your reflection and discussion the following…(Approximately THREE HUNDRED words) An example of how educators modelled positive interactions with others during this segment, to be role models for the little eyes that were watching them. Ways in which educators supported children’s sense of agency. An example of how educators supported children’s confidence and acknowledged their effort and achievement. VIDEO LINK: https://youtu.be/DGls-Z4e6OI QUESTION 10. As an educator at Little Catalysts ELC, briefly discuss how you would guide and support children to become confident and resilient learners. Benchmark Criteria Demonstrated knowledge of how to model positive interactions with others and use practices that empower children to exercise their right to be active participants in their own lives. Provided responses that support confidence and resilience in children of varying abilities and through acknowledging their efforts and achievements. Question 11 – 12 Resources Babies and toddlers: Amazing learners – Video 1 Include in your answer the following points…(Approximately THREE HUNDRED words) Three (3) strategies you would use to encourage children’s active participation What you would model in your interactions with others (list two (2) important behaviours and how you would demonstrate them to children, families and colleagues) How you would acknowledge children’s achievements (i.e., to develop confidence, resilience and a learner mindset). QUESTION 11. Watch Babies and toddlers: Amazing learners – Video 3 at [9:47-10:21]. Supporting children to become autonomous, grows their identity and confidence. Discuss how the educator supported and engaged the child in learning hand hygiene and what you would do in a similar situation. Benchmark Criteria Demonstrated knowledge of how to assist a toddler with physical care routines using positive and respectful communication during response. Question 13 Resources Babies and toddlers: Amazing learners – Video 3 Include in your answer…(Approximately TWO HUNDRED words) How the educator supported the toddler to learn handwashing (give an example of positive verbal and non-verbal communication used). How the educator demonstrated warmth and respect for the child. How you would ensure a child feels respected and builds secure attachments with you, as you support them to learn physical care routines (give an example of your approach as an educator)? VIDEO LINK: https://www.youtube.com/watch?v=iWYy8n6mSwc QUESTION 12. Watch Babies and toddlers: Amazing learners – Video 3 at [6:54-7:15] Identify how assistance is given to the toddler in the video to learn new skills while preparing lunch and discuss how you would assist a child in a similar scenario. Benchmark Criteria Demonstrated knowledge of how to assist a toddler in a sustained, one-on-one interaction during a mealtime, using positive and respectful communication to engage them in participation and learning. Question 14 Resources Babies and toddlers: Amazing learners – Video 3 Include in your discussion…(Approximately TWO HUNDRED AND FIFTY words) Describe what the educator did to teach a skill. Describe how the educator engaged and supported the child in learning. Discuss how the educator used positive communication to build the child’s confidence. Describe how you would support a shy (reluctant to participate) child to learn how to use utensils and be part of the mealtime experience. VIDEO LINK: https://www.youtube.com/watch?v=iWYy8n6mSw QUESTION 13. Watch Observing Practice Series NQS PLP – They won’t let me play at [0:00 – 2:02] Reflect on this play and conflict scenario. Benchmark Criteria Demonstrated knowledge of how to participate in children’s play and use children’s cues to guide the level of involvement. Demonstrated how to respectfully and positively communicate during play opportunities and supported positive conflict resolution. Question 15 Resources Observing Practice Series NQS PLP – They won’t let me play Observe the educator’s interactions and discuss the following…(Approximately THREE HUNDRED words) How the educator demonstrated respectful and positive communication to facilitate and engage the children in play. Explain why the educator took a more directive role at the start of this play experience. How would you engage with these children in a play experience if there had been no conflict and less guidance was required? How would you be guided by the children in this activity e.g., what questions you would you ask them to enable them to lead the play? VIDEO LINK: https://www.youtube.com/watch?v=EsIT3nwQ2H4 QUESTION 14. Watch Connecting with Practice Series NQS PLP – Respecting and responding to children at [2:30 – 3:09] Observe how an educator supports the children to transition from outdoor play to inside and discuss strategies for transitioning children from one location to another. Benchmark Criteria Demonstrated how to support children during times of transition from one location to another. Question 16 Resources Connecting with Practice Series NQS PLP – Respecting and responding to children Include the following points in your answer…(Approximately TWO HUNDRED AND FIFTY words) Examples of positive communication strategies the educator uses to facilitate an easy transition into indoor play (ones that empower the children to be active decision makers). Provide an example (different to the one observed) of how you would facilitate the transition to indoor play in a positive and empowering way for the children. VIDEO LINK: https://www.youtube.com/watch?v=2RQxWw0eEdo QUESTION 15. Watch Observing Practice Series NQS PLP – Toddler’s sleep time transition to afternoon tea at [0:12-1:16] Toddlers are transitioning into afternoon tea. Observe the strategies the educators use to support respectful, calm and sensitive transitioning from one activity to another and discuss how these are used. Benchmark Criteria Demonstrated knowledge of how to support times of transition from one activity to another. Question 17 Resources Observing Practice Series NQS PLP – Toddler’s sleep time transition to afternoon tea Include the following points in your discussion…(Approximately TWO HUNDRED AND FIFTY words) What you observed about how the educators supported the individual needs of children through the transition. How the educators support children’s agency and decision making. At [4:38] an educator attends to a toddler who is slowly arising from sleep. What would you say or do to support this child transitioning from sleep to afternoon tea? VIDEO LINK: https://www.youtube.com/watch?v=oHYjeNVx0-c QUESTION 16. Watch Babies and toddlers: Amazing learners – Video 1 at [10:58-11:23]. Here is an example of an educator using verbal and non-verbal communication to guide behaviour. Discuss educator strategies used to guide behaviour and share how you would respond in a similar situation. Benchmark Criteria Discussed modelling of self-regulation through gentle and calm behaviour, providing reassurance when children express distress, frustration and anger. Supported children’s pro-social skills through communicating clear expectations of behaviour in ways that children will understand; acknowledging their positive choices through verbal and non-verbal communication when redirecting or discussion behaviours (positive language, gestures, facial expressions and tone of voice) to establish secure attachments and develop self-regulation; use appropriate strategies to redirect behaviour; support children to make choices and experience natural consequences. Questions 18 – 19 Resources Babies and toddlers: Amazing learners – Video 1 Include in your discussion the following…(Approximately THREE HUNDRED words) Identify two (2) ways the educator supported the child to learn about their own and other’s rights and responsibilities through verbal communication. Give an example of how the educator supported the child to learn behaviour expectations through non-verbal communication. Describe the way in which the educator modelled self-regulation and how that was appropriate during the child’s period of frustration . What strategies would you use to stay calm in a similar situation? Describe two (2) strategies. VIDEO LINK: https://youtu.be/DGls-Z4e6OI QUESTION 17. Watch Babies and toddlers: Amazing learners – Video 2 at [3:28-4:13]. Zara (Spotted shirt) and Kiki (Book on lap) are experiencing a moment of conflict. Benchmark Criteria Discussed modelling of self-regulation through gentle and calm behaviour, providing reassurance when children express distress, frustration and anger. Supported children’s pro-social skills through communicating clear expectations of behaviour in ways that children will understand; acknowledging their positive choices through verbal and non-verbal communication when redirecting or discussion behaviours (positive language, gestures, facial expressions and tone of voice) to establish secure attachments and develop self-regulation; use appropriate strategies to redirect behaviour; support children to make choices and experience natural consequences. Question 18 – 19 Resources Babies and toddlers: Amazing learners – Video 2 If you were present throughout this interaction (as the educator) describe how you would support Zara’s pro-social skills development…(Approximately THREE HUNDRED words) What would you say to Zara and Kiki? How would you behave in order to model self-regulation? How would you communicate expectations of behaviour to Zara? How would you develop a secure attachment with Zara? What strategies would you use to redirect behaviour and defuse the conflict in this situation? How would you support Kiki and Zara to make choices and experience natural consequences? VIDEO LINK: https://www.youtube.com/watch?v=8db0Gcv3V10 PLEASE LET ME KNOW WHAT REFERENCE IS MISSING TO WHAT QUESTION PLEASE THANK YOU

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