CHC30113/CHC50113: Early Childhood Education & Care for Babies And Toddlers Along With Sleep & Individual Routine Case Study - Nursing Assignment Help

Assignment Task

Elements
The following elements define the essential outcomes of this unit:
 Element 1 Promote safe sleep
 Element 2 Provide positive nappy-changing and toileting experiences
 Element 3 Promote quality mealtime environments
 Element 4 Create a healthy and safe supporting environment
 Element 5 Develop relationships with babies and toddlers
 Element 6 Develop relationships with families.

Question 1
a) Sensory stimulation is food for the brain of babies and toddlers. Provide two examples of how bright colors, novelty, and stimulation can affect brain development.
b) Hutchins and Sims (1999) suggest four strategies to support attachment in child care settings. List each strategy and explain the meaning.

Question 2
List nine key qualities that should be included in daily routines for babies and toddlers to support their social, emotional, language and physical care needs.

Question 3
Read each educator's practice and explain why the practice supports a respectful and trusting relationship with babies and toddlers.
a) Why the practice supports respectful and trusting relationships with babies and toddlers.

Question 4
What does the National Quality Standard (NQS) aim to achieve with Element 2.1.1 Wellbeing and comfort, in relation to children’s individual comfort and wellbeing requirements within daily routines?

Question 5
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the following question.

Scenario: Sleep Routine
The educator recognizes and accommodates the specific sleep/rest patterns of babies and toddlers.
Molly’s parents informed the educator, Sue, that when Molly (6 months) is tired she rubs her eyes and cries. When she is settling asleep, she likes to hold the satin edge of a baby blanket. After lunchtime Sue notices Molly is restless and rubbing her eyes. She picks Molly up and says, “Are you sleepy Molly?” Molly snuggles into Sue’s shoulder. As Sue changes Molly’s nappy, she talks softly to her. Sue sits on the lounge with Molly in her lap and gives Molly her bottle. Molly holds the bottle and Sue sings Molly’s favorite song. When Molly has finished her bottle she is looking drowsy. Sue places Molly in the cot with her satin edge blanket. Sue stays with Molly until she is asleep.

a) In the scenario ‘Sleep Routine’, how has the educator demonstrated quality care practices in relation to the family’s individual routine for Molly?

Scenario: Individual Routine
Sara (9 months) has been in care for two months. Whenever she is placed in a cot she begins screaming. She pulls herself to a standing position and sometimes flings herself backward, arching her back as she screams.
b) In the scenario ‘Individual Routine’, list the behaviors that indicate Sara is unhappy when placed in the cot.
c) What should the educator do to comfort Sara?
 

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