CHCECE005: Provide Care For Babies And Toddlers - Food For The Brain Of Babies - Case Study Assignment Help

Food For The Brain Of Babies  Case Study Assignment Help

Assignment Task:

1. Sensory stimulation is food for the brain of babies and toddlers. Provide two examples of how bright colours, novelty and stimulation can effect brain development.
2. Hutchins and Sims (1999) suggest four strategies to support attachment in child caresettings. List each strategy and explain the meaning.
3. List nine key qualities that should be included in daily routines for babies and toddlers tosupport their social, emotional, language and physical care needs.
4. Read each educator practice and explain why the practice supports respectful and trusting relationship with babies and toddlers.
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 recognises 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 for a sleep, she likes to hold the satin edge of a baby blanket. After lunch time 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 favourite 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. 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 backwards, arching her back as she screams. Scenario: Planning for Development Educators are sensitive to toddlers emerging skills and plan an environment that is predictable and allows children to practise their new skills. Ben (18 months) has been attempting routine tasks such as hand washing and becomes upset, saying ‘Me do’, if the educator attempts to help. To encourage him, the educator has ensured the soap and paper hand towels are easily accessible. She also puts up photographs of ‘hand washing’ over the taps. She talks to Ben about each step in hand washing and allows plenty of time for practice. Scenario: Anna Educator Anna always gets down to the toddlers level and explains that it’s time for a nappy change. Anna never hurries the toddler and allows them to finish their play. Scenario: Lucie Lucie (14 months) is becoming more confident and independent each day. She insists on doing most things for herself and will persist at a task even when she becomes frustrated. Lucie’s parents have asked that Lucie have only one sleep per day (after lunch). The educator finds that because Lucie is so tired by lunchtime that it’s difficult to settle her for a sleep. Scenario: Shellbie At lunch time the educator serves the children their meals individually in bowls and gives them their own cutlery and sipper cups. She checks the room allergy list before each child receives their bowl. The educator closely supervises all children during mealtime, and also keeps a second set of food so that she can offer food to the children learning to feed themselves, ensuring they receive enough food. Shellbie (12 months) is learning to eat and drink independently at meal times. She enjoys exploring the texture of foods and alternates between using her hands and spoon. Shellbie always enjoys her meals. When she is finished she lets the educator know by raising her arms and saying ‘Up’. Scenario: Supporting Physical Development Katie (8 months) has learnt how to pull herself to a standing position and walk around furniture. The educator places some toys on a sturdy child’s chair.

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