Highlights
Questions:
1. Suggest two (2) strategies that could be put in place by an early childhood education and care service to support families with young children who are experiencing stress or the ability to cope.
2. Where a family is living under stress, the child’s own behaviour or development may contribute to the likelihood of abuse. Drawing on your child development knowledge give eight (8) examples of the behavioural or developmental factors that may place a child at risk of abuse.
3. Select two (2) of your examples from above, and indicate how you might work with the child and/or the family to reduce this particular risk factor. Indicate your method for communication and information gathering.
4. a. Identify two (2) relevant policies and procedures you should follow.
b. Describe what needs to be taken into account when making a decision to report concerns of abuse or ill treatment?
5. List your response if a child discloses abuse or ill treatment?
6. Identify the information to be recorded where abuse or ill treatment is expected?
7. When reporting suspected abuse or ill treatment, list the information to be provided to the authorities?
8. How can you, as an educator deal with having to make a decision to make a mandatory report of abuse?
9. Name the legislation that relates to child protection in your State/Territory? Note there may be more than one Act or regulation related to issues of child protection.
10. In relation to your child protection legislation, list who is nominated as a mandatory reporter of suspected abuse?
11. Identify when mandatory reporting applies.
12. How is “risk of harm” defined in regards to the legislation?
13. Briefly describe, in your own words, the term “neglect”.
14. Identify the indicators of failure to provide basic physical or emotional necessities for children.
15. List the indicators of failure to provide adequate medical care.
16. Briefly describe the term ‘physical abuse’ (or ill treatment).
17. List eight (8) possible indicators of physical abuse or ill treatment.
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