Scenario 1
Requirement for children & agency:
Fostering children's agency in early childhood settings is significant as it empowers young children to feel a sense of ownership over their learning. Making choices, and actively participating in their environment, leads to enhanced motivation, self-esteem, and a stronger sense of autonomy. Children's agency is the ability to make choices and decisions impacting their lives. It is significant for children to have agency as agency provides them with a sense that can engage with the world around them and have some control over their lives. Children who feel more agentic tend to have less trouble in school, for example being less impulsive and more conscious of their actions. Children are significant influencers and are required to be capable of utilising their agency to build positive change (Hudders et al., 2021). Limited agency in toddlers can significantly hamper their self-esteem, confidence and engagement in the learning procedure. It can deprive them of feelings of control and autonomy over their actions, which is crucial for improving a positive self-image and sense of personal efficacy.
Executing practices to develop children's agency
To increase children's agency in the learning environment, prioritise practices that provide choice, autonomy, and active participation in decision-making (McCafferty, 2024). This involves incorporating child-led play areas, offering open-ended materials, actively listening to children's areas, providing opportunities for self-selection of activities, setting clear expectations with collaborative decision-making and integrating reflection time to discuss choices and results. This is also done by maintaining a supportive and nurturing atmosphere that values children's viewpoints and contributions. As per the above scenario, there are some strategies to influence toddlers to make choices and manage their belongings, by reading screens out of the play area and arranging furniture to allow for active play. Too many toys can be overwhelming, so providing a few options which match their interests can be a great choice. Creating an environment that fosters independent children teachers or care to give us can establish a clear routine, provide appropriate choices, encourage problem-solving, set realistic expectations and provide them space for independent play. They can also find simple household chores, of positive reinforcement and allow them to make small decisions within boundaries.
Justification
As per the NQS quality area, 1 mainly focuses on child-centred and responsive teaching practices in educational programs (ACECQA, 2023a). This is to ensure that educational programs are stimulating and engaging and may increase children's learning and development. This area is dependent on learning from work which contributes to children's development as competent and involved learners. As per the scenario, the EYLF principle 1 also highlights the significance of strong connections between children, educators, family and community (ACECQA, 2020). This principle emphasizes secure covers with full and reciprocal relationships is one of the major principles of the early-year learning model that guides early childhood services in Australia. On the other hand, EYLF practice highlights educators planning and executing planning experiences to assist children's development. International teaching can help build confidence and autonomy in children by providing a positive learning environment and tailoring learning to children's requirements and interests.
Scenario 2
Ways to execute healthier eating program
To effectively execute healthier eating programs with diverse backgrounds and preferences, educators and caregivers need to focus on cultural sensitivity, personalized approaches, education, accessible options and community engagement. These by providing flexible meal plans offering nutrition education tailored to particular and ensuring reasonable healthy food choices, and engaging with community leaders in the planning procedure. Healthy eating is significant for children in early childhood as it helps them develop a strong foundation for lifelong healthy habits (Black, Trude, & Lutter, 2020). It also helps them grow and develop properly and decreases their risk of health problems later in life. Healthy eating helps children have healthy bones, teeth, and muscles and also supports healthy growth. Teachers and caregivers can provide a broad range of fruits, vegetables, whole grains, and dairy options to cater to different palates. Parents and caregivers should actively eat healthy foods themselves to set a positive example. Educators can teach children about food groups, nutrients and healthy choices in an age-appropriate way (Rothpletz-Puglia et al., 2022). They need to neglect sugary beverages, for example: soda, and juice, promoting water instead. Encouraging tasting new foods with diverse textures and flavours can also help to promote healthy options.
Collaboration and support from families
To ensure participation and support from families and the broader community in healthier program initiatives, educators, and caregivers can involve them in the planning and design procedure, tailor the program to local requirements and cultural reference and provide accessible and relevant education. They can also build partnerships with community organisations, offer diverse engagement opportunities and promote the program through local channels (Gilmore et al., 2020). This can help to address potential barriers for example cost access to healthy food and cultural sensitivities. To engage the community in healthy food initiatives, caregivers or educators can conduct service and focus groups with community members to recognise children's requirements, food preferences and various ways to eat healthy food. They can also establish a diverse advisory board with representatives from diverse community sectors to provide input and guidance. Collaborating with schools, community centres, healthcare providers and local businesses to promote the program and provide access to healthy food options they can also collaborate with distribution organisations to incorporate nutrition education and promote healthy food choices.
Justification
As per the scenario, NQS quality area 2, promoting highlighting is a significant part of national quality standards that aim at children's health and safety. Healthy eating may foster a healthy lifestyle, physical activity, children's well-being and increasing accountability for their own health, hygiene and personal care. EYLF principle 3, highlights bhai expectations and equity that refer to dietary practices in early childhood settings, where they stated that all children need to be treated with respect and their diverse food requirements should be accommodated (ACECQA 2022a). They have also ensured that no child is excluded or disadvantaged because of their cultural or personal data requirement. Additionally, EYLF practice 2 highlights, that building supporting relationships with family and community through collaboration helps to reach their full potential (ACECQA, 2023). Children are more likely to reach their full potential when they are with their family and caregivers together.
Scenario 3
Ways to re-assure families
Separation anxiety is common in young children but separation anxiety disorder is the most severe condition which may cause distress for both child and their families. Children that are aged between 18 months and 3 hours old experience separation anxiety it is normal for children to feel some separation anxiety, but SAD (Separation anxiety disorder) is when the anxiety is more severe or occurs in older children. Severe separation anxiety can significantly impact a child's social development capability to participate in activities and academic performance and well-being because of constant fear and worry (Xu, Huebner, & Tian, 2021). Family-based children with separation anxiety may experience stress, frustration, and disruption to their routines as they try to manage the child's anxiety, which requires accommodations and may lead to feelings of being overwhelmed or unable to cope.
Practices of supporting children
Building a safe and welcoming environment for children to build strong trust with their families is significant while dealing with separation issues. As it can provide a foundation of security and stability that can be the anxieties children experience at times of challenging situations. Educators can reassure parents about separation anxiety which is a normal part of childhood development and is a sign that their child is attached to them (Dowling, & Barnes, 2020). To effectively reassure families about their child's well-being throughout the day, educators can provide updates through positive moments, share details about the child's activities, and be readily available to answer any concerns, the behaviour might have. Educators can provide individual attention and personalized will which is the key practice for supporting children at the time of transitions.
Justification
As per scenario 3, quality area 5 of the national quality standard highlights the significance of developing secure, respectful relationships with children (ACECQA, 2018). This relationship helps children to learn and develop their identity, social, and emotional skills. The standard states educators need to develop and maintain respectful and equitable relationships with a child, the need to also support children to create and maintain sensitive and responsive relationships with other children and adults. EYLF principle 1, highlights the significance of positive relationships between educators and children for their emotional adjustment and overall development (Australian Children’s Education and Care Quality Authority, 2023). On the other hand, EYLF practice 5 emphasizes, analyzing, monitoring, and evaluating children's learning, development and well-being (ACECQA, 2022). Where the practice states that educators need to be responsive to children's cultural traditions, ways of knowing, ideas, and skills.
