(eBook PDF) The Big Picture 4th Edition

by Karen Kearns
Visit to download the full and correct content document:
https://ebooksecure.com/download/ebook-pdf-the-big-picture-4th-edition-by-karen-ke
arns/
 THE BIG
PICTURE
 Emergency planning __________________________________________________100

Workers’ compensation and rehabilitation_____________________________ 104

WHS systems, policies and procedures __________________ 105

WHS policies and procedures _________________________________________ 106

Working as part of a team _____________________________________________ 111

Hazards and risk management ____________________________ 112

What is a hazard?______________________________________________________ 112

Principles of risk management _________________________________________113

Putting it all together: WHS in children’s education

and care services ________________________________________ 122
Infection and disease__________________________________________________ 122

Safe food handling ____________________________________________________ 126

Hazardous chemicals__________________________________________________ 132

Exposure to ultraviolet (UV) radiation ________________________________ 133

Manual handling ______________________________________________________ 133

Safely operating machinery ___________________________________________ 136

Electrical hazards _____________________________________________________ 137

Cleaning and housekeeping ___________________________________________ 138

Stress in the workplace________________________________________________ 140

Harassment and bullying in the workplace ____________________________ 142

4
Ensuring children’s wellbeing, health
and safety 149
Introduction _____________________________________________ 150
The status of children’s health in Australia________________ 150
Children’s mental health _______________________________________________151

Physical fitness________________________________________________________ 154

Managing children’s health: Infection control

and health conditions ____________________________________ 155
A regular cleaning regime _____________________________________________ 156

Hand-washing ________________________________________________________ 159

Teaching children about good hygiene ________________________________ 159

Health screening ______________________________________________________ 160

Monitoring children’s immunisation status _____________________________161

viii C O N T E N T S
 Managing medications ________________________________________________ 163

Allergies, anaphylaxis and asthma management ______________________ 165

Managing children’s safety _______________________________ 168

Health and safety policies and procedures ____________________________ 168

Accidents and injuries __________________________________________________ 171

Creating a safe physical environment _________________________________ 183

Safe arrival and departure of children_________________________________ 195

Responding to emergencies ___________________________________________ 197

Child protection _________________________________________ 199

What is child abuse and why does it happen? _________________________ 199

Child-protection legislation ___________________________________________207

The educator’s role in protecting children ______________________________ 211

Children’s rights_______________________________________________________ 218

5
Supporting cultural diversity 221
Introduction _____________________________________________ 222
Culture and cultural competence ________________________ 222
What is culture? ______________________________________________________223

Stereotyping cultures__________________________________________________223

Misconceptions about diversity ________________________________________224

Cultural competence __________________________________________________225

Cultural identity_______________________________________________________228

Cultural safety ________________________________________________________229

Working with culturally diverse families___________________ 234

Communication _______________________________________________________235

Working with Aboriginal and Torres Strait Islander families ___238

The context ___________________________________________________________239

Engaging with Aboriginal and Torres Strait Islander families _________ 244

Aboriginal and Torres Strait Islander families and cultural identity ___ 244

Aboriginal and Torres Strait Islander language ________________________246

Including an Aboriginal and Torres Strait Islander perspective________ 248

Supporting cross-cultural competence _______________________________ 250

Creating a culturally inclusive physical environment___________________ 257

C O N T E N T S ix
 6
Caring for babies and toddlers 261
Babies and toddlers: A care philosophy___________________ 262
Child development knowledge _________________________________________263

Development from birth to three years________________________________265

Positive relationships_____________________________________ 269

The educator–parent relationship _____________________________________269

The educator–child relationship _______________________________________ 275

Care routines: A framework for the day__________________ 282

Using routine to support learning ____________________________________ 284

Sleep routines _________________________________________________________285

Nappy-change routines _______________________________________________287

Toilet training ________________________________________________________ 288

Feeding and mealtime routines________________________________________289

Nutrition for babies and toddlers_________________________ 291

Nutrition for babies ___________________________________________________ 291

Nutrition for toddlers _________________________________________________292

Physical activity for babies and toddlers __________________ 296

7
Caring for preschool children 300
Introduction _____________________________________________ 301
Positive relationships_____________________________________302
The educator–parent relationship ____________________________________ 303

Caring for children ____________________________________________________ 312

The environment: A sense of belonging __________________ 315

Routines: A framework for the day _______________________317
Routines for arrivals and departures __________________________________ 318

Routines for setting up and packing away____________________________ 320

Routines for self-help and personal hygiene__________________________ 320

Routines for sleep and rest ____________________________________________323

Routines for daily transitions __________________________________________325

Routines for meals and snacks ________________________________________ 327

Late-afternoon routine________________________________________________329

What skills do children develop through routines? ____________________ 330

x C O N T E N T S
 Nutrition for preschoolers _______________________________ 331
Dietary guidelines for preschoolers ____________________________________332

Learning about healthy foods _________________________________________336

Physical activity for preschoolers_________________________ 337

Fundamental movement skills ________________________________________ 338

Developing movement skills ___________________________________________339

8
Learning to get along with others 344
Introduction _____________________________________________ 345
Self-regulation___________________________________________ 347
Temperament and personality____________________________348
Resilience ____________________________________________________________ 349

Children’s mental health: Stress and brain development __350

Understanding children’s behaviour ______________________ 352
Perspectives on behaviour _____________________________________________353

The context of behaviour management________________________________ 357

Strategies for guiding behaviour_______________________________________ 361

Guidance and management strategies ________________________________363

Planning to support behaviour _______________________________________ 364

Observing, documenting and assessing behaviour _____________________370

Analysing and interpreting behaviour__________________________________ 375

Behaviour-management plans ________________________________________378

9
Supporting sustainability 384
Introduction _____________________________________________ 385
Sustainability principles __________________________________385
Environmental education_____________________________________________ 386

Building a sustainable children’s service___________________388

Sustainability analysis ________________________________________________ 388

Sustainability goals and policy _______________________________________ 390

C O N T E N T S xi
 Teaching sustainability to children ________________________ 395
Sustainability in the curriculum________________________________________395

Respect for the natural environment __________________________________396

Caring for the natural and built environment ________________________ 398

The role of the educator_______________________________________________399

REFERENCES 403
GLOSSARY 409
INDEX 413

xii C O N T E N T S
xiii
xiv G U I D E T O T H E T E X T
xv
xvi G U I D E T O T H E O N L I N E R E S O U R C E S
 Preface
Central to the fourth edition of The Big Picture is the National Quality Framework
for Early Childhood Education and Care (NQF). The text examines the key
aspects of each component, the interrelationship of the components and how
each component contributes to the goals and objectives of the NQF.
The text examines the personal and professional skills needed to be an
effective early childhood educator. Students are introduced to the Early
Childhood Australia Code of Ethics and the challenges faced by educators when
working with families and children.
The health, safety and wellbeing of both children and educators is examined in
the context of current legislative requirements and the NQF. Working effectively
with children, families and colleagues from diverse cultural backgrounds – an
essential skill for educators – is also addressed.
Two chapters of the text introduce and explore quality practices related to
the care of infants, toddlers and preschoolers. Additionally, featured throughout
this text are links to the National Quality Standard, which assist readers to
understand how the components of the NQF form an integrated framework
for the provision of quality early childhood education and care.
Karen Kearns

xvii
 About the author
Karen Kearns M. Ed. (EC), B. Ed. (EC), Grad. Dip. Ed. (Spec. Ed) Dip. Teach
(EC), Cert. IV Training and Assessment.
Karen is an early childhood professional and CEO of International Child Care
College. Karen believes that being an educator/teacher in early childhood settings
is both challenging and rewarding. A long-time advocate for educators, Karen is
passionate about the importance of supporting educators in their critical role with
young children and families.

xviii
 Acknowledgements
The author and Cengage Learning would like to thank Michelle Pratt of New
Shoots NZ for the contribution of photos to the new edition, and also the
following reviewers for their incisive and helpful feedback:
• Abdullahi Hassan – International Skills and Education College
• Lynda Moore – Riverina Institute of TAFE
• Melanie Baxter – Sutherland Shire Council
• Ray Noronha – Enable College
• Wendy Foord – Federation Training
• Carmel Zeidan – Practical Outcomes Pty Ltd
• Jacinta Rosser – Durack Institute of Technology
• Josephine Warneke – The Australian YMCA Institute of
Education and Training
• Karen McKneight – Australian Careers Business College
• Sylvia Bedford – Diversity Skills Training
• Vicki Shearer – Careers Australia
• Tania Gomez – Empower College

xix
 1
COMPLYING WITH
REGULATORY FRAMEWORKS
Learning When you have completed this
chapter, you should be able to
objectives demonstrate that you:

• work in a way that meets the

requirements and guidelines that
apply to workers in approved
children’s education and care
services, covering the following
areas:
– legal requirements
– ethical requirements
– quality requirements
– organisational requirements
and guidelines.

1
 Introduction
The term ‘children’s education and care services’ incorporates a wide range of services
for children up to the age of 12 years, including centre-based long day care, preschool,
crèche, kindergarten, private home-based care, family day care (and private home-
based care), out-of-school-hours care, occasional care and mobile services. Each
state/territory may use a different term to refer to a similar type of service. For example,
New South Wales uses the term ‘long day care’ while Victoria uses the term ‘crèche’ to
refer to extended-hours centre-based care for children from birth to six years.
The management structure of children’s education and care services also varies
across Australia. Some services are privately owned, some are managed by a corporation
or a workplace, others are community based and still others may be managed by local
government, or by religious or cultural groups. Playgroups and child minding (in gyms
and clubs) are not typically referred to as children’s education and care services because
the parent is either with the child (playgroup) or in close proximity (child minding in
a gym).
Table 1.1 provides a general overview of the range of children’s education and care
services that may be found in Australia.

TABLE
1.1 Types of early childhood education and care services
Long day care (also referred to as > Centre-based education and care services
child care, crèche, work-based care) > Age group: birth to six years
> Hours: up to 12 hours per day (some offer 24-hour education
and care services)
> Must be open a minimum of 48 weeks per year
> Must comply with National Quality Framework

Preschool/kindergarten > Centre-based education and care services

> Age group: two years six months to six years
> Hours: usually five to six hours per day (may offer extended-
hours care)
> Can be full-day or sessional care
> May or may not operate during school holidays
> Must comply with National Quality Framework

Out-of-school-hours care > Age group: school-age children up to 12 years

> Must comply with National Quality Framework

Family day care > Age group: birth to 12 years

> Hours: flexible, depending on parents’ needs and educator
availability (may include weekend or evening care)
> Maximum of seven children per day (four under school age
(including own children) plus three school-age children for
before- and after-school care)
> Operate from educators’ own homes under the auspices of an
approved family day care scheme
> Must comply with National Quality Framework

2 T H E B I G P I C T U R E
 Private home-based care > Age group: usually birth to six years (may include before- and
after-school care for children up to 12 years)
> Hours: usually up to 12 hours per day, 48 weeks per year
> Must comply with state/territory regulations, e.g. Children
(Education and Care Services) Supplementary Provisions
Regulation 2012 (NSW)

Mobile children’s education and > Age group: usually birth to six years, but may include after-
care services school programs for children up to 12 years
> Hours: usually operate during school terms
> Must comply with state/territory regulations, e.g. Child Care
Regulation 2003 (Qld)

Occasional care > Centre-based education and care services

> Age group: birth to six years
> Hours: up to 12 hours per day
> Must comply with state/territory regulations, e.g. Children’s
Services Regulations 2009 (Vic)

Child minding in shopping centres, > The parent is deemed to be on the premises and therefore
gyms, clubs, etc. responsible for the child
> Not usually regulated

Playgroups > Usually run for and by parents

> Not usually regulated

National Quality Framework

for Early Childhood Education
and Care
The National Quality Framework was established in 2012. Its five key components are:
1 the Education and Care Services National Law Act 2010 (Vic) (National Law)
2 the Education and Care Services National Regulations 2011 (Regulations)
3 the National Quality Standard for Early Childhood Education and Care (2011) (NQS)
4 the Early Years Learning Framework (2009) (EYLF)
5 My Time, Our Place – Framework for School Age Care in Australia (2011).
The first three of these – the National Law, the Regulations and the NQS – are the
key legislative documents of the National Quality Framework.
Not all education and care services are covered by the National Quality Framework.
The National Law defines a ‘children’s education and care service’ as ‘any service
providing or intending to provide education and care on a regular basis to children under
13 years of age’, except those services that are specifically excluded either by the
National Law or the Regulations. Services covered by the National Quality Framework
include centre-based long day care, preschool, kindergartens, out-of-school-hours care
and family day care. Services that are not currently covered by the Framework, such as
occasional care, mobile services and private home-based services, must comply with
state/territory regulations and licensing requirements.

1 C O M P L Y I N G W I T H R E G U L A T O R Y F R A M E W O R K S 3
 Australian Children’s Education and Care Quality
Authority (ACECQA)
The Australian Children’s Education and Care Quality Authority is an independent
national authority set up by the Commonwealth Government. ACECQA’s main role is
guide the administration of the National Quality Standards for Early Childhood
Education and Care and My Time, Our Place – Framework for School Age Care in
Australia, and ensure consistent administration across all states and territories.
Key functions of ACECQ as set out in the Education and Care National Law (2010)
include:
• establishing consistent, effective and efficient procedures for the operation of the
National Quality Framework
• promoting and fostering continuous quality improvement by approved services in
conjunction with the regulatory authorities
• educating and informing education and care services and the community about the
National Quality Framework
• establishing and maintaining national registers of approved providers, approved
services and certified supervisors, and publishing those registers
• determining the qualifications for authorised officers, and providing support and
training for staff of regulatory authorities
• determining the qualifications required to be held by educators, including the
assessment of equivalent qualifications
• keeping national information on the assessment, rating and regulation of education
and care services
• assessing and determining applications for the highest level of rating (the Excellent
rating) for approved education and care services
• publishing, monitoring and reviewing ratings of approved education and care services
• conducting national auditing for the purposes of the national legislation
• publishing guides and resources to support parents and the community in
understanding quality in relation to education and care services, and supporting
the education and care services sector in understanding the National Quality
Framework
• publishing information about the implementation and administration of the National
Quality Framework and its effect on developmental and educational outcomes for
children
• publishing practice notes and guidelines for the application of the National Law and
National Regulations
• reporting to and advising the Ministerial Council on the National Quality Framework
• report to the regulatory authorities and the Australian Government Department of
Education, Employment and Workplace Relations in relation to the evaluation of
the National Quality Framework. (ACECQA 2014. Reproduced under a Creative
Commons Attribution 3.0 AU licence.)
The purpose of the National Quality Framework for Early Childhood Education
and Care (Figure 1.1) is to create a consistent approach to regulating and ensuring quality
assessment in Australian education and care services, as shown in the box below.

4 T H E B I G P I C T U R E
CONSIDER OBJECTIVES OF THE NATIONAL QUALITY FRAMEWORK FOR EARLY CHILDHOOD

THIS EDUCATION AND CARE

• To ensure the safety, health and wellbeing of children attending education and care services
• To improve the educational and developmental outcomes for children attending education and care services
• To promote continuous improvement in the provision of quality education and care services
• To establish a system of national integration and shared responsibility between participating
jurisdictions and the Commonwealth in the administration of the National Quality Framework
• To improve public knowledge, and access to information, about the quality of education and care services
• To reduce the regulatory and administrative burden for education and care services by enabling
information to be shared between participating jurisdictions and the Commonwealth.
Source: ACECQA (2014). Reproduced under a Creative Commons Attribution 3.0 AU licence.

Education and Care Services Education and Care Services

National Law Act 2010 (Vic) National Regulations 2011

National Quality Framework

National Quality Standard for Early Years Learning

Early Childhood Education Framework (2009)
and Care (2011)

FIGURE
Components of the National Quality Framework
1.1

Education and Care Services National Law Act 2010 (Vic)

The Education and Care Services National Law Act 2010 (Vic) – referred to here as
the National Law – sets out the objectives and guiding principles for the National Quality
Framework. It establishes the following elements:
• approval processes for children’s education and care services
• assessment and rating systems

1 C O M P L Y I N G W I T H R E G U L A T O R Y F R A M E W O R K S 5
Another random document with
no related content on Scribd:
back
back
back
back
back
back
back
back
back
back
back
back
back
back
back
back