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CHCECE003 Provide Care for Children
Topic Three | Adapt facilities to ensure access and participation
Relevant Frameworks
Challenging elements and risk taking
Assist in providing challenging elements of outdoor and indoor environments
that allow for experiences which scaffold children’s learning and development
and offer chances for appropriate risk-taking.
Provide support in developing physical skills by structuring the
environment
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Providing supportive play experiences.
Play is an important part of a young child’s life. Educators need to ensure that
children are not only given opportunities to develop and enhance play skills and
knowledge but also facilitate play so that it supports children’s wellbeing and
development of positive self-esteem. The effects of natural environments can
also impact on promoting children’s play and motor development (Fjørtoft, 2004).
Through observing children in our care we see their motivation to take risks and challenge
themselves to try new things. For example, think of the infant rolling over, crawling, pulling
himself up on furniture and other objects, to walking. Although this is viewed as a normal
part of growth and development it also includes an element of risk. Can you remember being
told not to do something or touch something but you did anyway? This is taking a risk!
Children who are not exposed to risk taking will not be able to make judgements on their
own capabilities and may develop fears and anxieties.
Rather than removing objects and equipment it is our role as educators to provide adequate
supervision and show children how to use the equipment and objects safely while engaging
in appropriate risk taking.
Often children’s self-initiated challenges involve using resources or equipment in interesting
or novel ways to represent something within their personal experience. Educators frequently
stop children from exploring in these ways, especially when it involves equipment being
moved from one area to another. An alternative is to actively encourage resourcefulness and
agency. Scaffolding children, to develop their ideas with regard to the consequences,
supports children to think through the issues for themselves.
Physical risks may include:
Learning how to negotiate natural hazards such as ground cover, tree -roots, rocks
or slippery leaves
Developing skills in negotiating the physical environments of home and early years
setting
Learning how to use tools and equipment safely and purposefully
Developing control and coordination of their bodies.
Social risks may include:
Developing an understanding of the expectations and rules within different social
settings
Developing reasoning skills
Learning to negotiate with others, including learning to say ‘no’ to others.
Intellectual risks may include:
Trying out new ideas and being willing to ‘have a go’
Solving problems
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Being resourceful, inventive and creative.
Children engage as active learners making sense of themselves, their environment and their
world through investigating and exploring through play and interactions.
As an educator we can engage with children and promote their learning by:
Planning authentic, inclusive learning experiences that hold meaning and interest for
children
Building on children’s emerging ideas, interests and needs
Being sensitive and responding flexibly to the influence of children’s changing
feelings, needs and interests
Providing a balance between child-initiated, co-constructed and teacher-initiated
learning
Valuing children’s rights to express ideas and opinions, make choices, share
decision making and engage in reflection
Engaging in attentive listening and sustained shared thinking
Using a range of intentional teaching strategies to promote deep learning, including
challenging, scaffolding, modelling, explaining and questioning
Challenging children’s actions and assumptions to promote inclusion, empowerment,
equity, fairness and social justice
Acquiring new skills
Understanding how skills can be broken down into smaller tasks and taught in
simpler stages is known as task analysis. If we were to look at tying a tie, this
relatively simple task could be broken up into smaller steps. Similarly with
children, we need to break down complex skills into simpler stages and the main
difficulty we tend to have with this, is that the skills are often so automatic with
us that we have forgotten the stages. Often we really have to stop and think how
something is done and often this can be a harder task than just doing it
ourselves.
Acquiring new skills requires the skill being broken down into smaller
tasks
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© Shutterstock (used under license)
Think Time
Think about the last big skill you learned. It
might have been driving a car, or a sport or
hobby skill, or a new way of doing
something. How excited and proud were you
when you mastered the skill? How much did
you want to do it over and over again?
Humans love to practise a new skill until it
becomes automatic. It is an important way
of learning. It is important as you work
through this topic to remember the feelings
and sensations of acquiring a new skill—
remembering those feelings help us
understand why and how children develop
their skills.
As young children develop new physical skills, the range of self-help skills they
are capable of opens further. For example, once you notice the child ‘uses
pincer grasp to pick up fallen objects’, you can then introduce finger foods for
the child to begin developing the skill of feeding themselves.
Self help and preschoolers
Skills of preschoolers vary enormously throughout this period in their
development, as new abilities are mastered and practiced.
Strategies with preschoolers
Preschoolers have a more complex understanding of routines, completing tasks,
and your explanations.
You can therefore foster their self-help skills through:
Allowing them more responsibility, choice and control in routines and
agency, e.g., “Who needs to go to the toilet before we go outside?”
Making the tasks more independently manageable, e.g. ensuring toilets
and basins are the right size, making sure shelving is low for packing
away independently
Modelling the actions and behaviours you would most like to see, e.g.,
hand washing, table manners, politeness
Explaining actions as you go, e.g., “Now I’m putting on my hat so I won’t
get sunburnt outside”.
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Also, the preschooler is developing a stronger understanding of themselves and
their responsibilities in the wider world. You can use this emerging awareness to
foster skills around caring for their own belongings.
The use of verbal encouragement
Keep your points short, friendly and positive for best impact.
You will make the learning more likely to be remembered through your use
of verbal encouragement if the child is experiencing difficulty and your
praise when they are successful.
They try new skills, so don’t leap in until they show signs of frustration or
ask for help.
Give real verbal encouragement by praising the action rather than using
general phrases.
Complete tasks with the child, modelling appropriate skills and actions.
Provide opportunities for the child to practice self-help skills in a variety of
real and play situations.
Talk about the ‘whys’ of self-help skills by sharing the information you have.
Encourage children who are verbal to use their words to ask for help when
they need it rather than pointing or sounds.
Be an educator who can be approached for help.
Observe the children and follow their individual skill development so that
what you expect from each child is current and appropriate.
Self-concept and self esteem
Feeling good about doing something ourselves is an important part of
developing a positive self-concept. Self-concept is basically how we see
ourselves and one positive way of seeing ourselves is as someone who can
feed ourselves, toilet ourselves and get our own crayons from the box. Our self-
esteem reflects how we feel about those skills, how much we value them or feel
that society values them.
Making materials accessible to children
The child’s environment has a powerful influence on their learning. What is the
child’s environment? What is it made up of?
The environment is obviously made up with objects the child can see, indoors
and out, but it also includes the people, other children and adults and the
interactions children have with them. An environment, whether made up of
objects or people or both, is also made up of the child’s interactions with
everything in it. We need to use these active interactions to their best advantage
to foster children’s self-help skills.
When working with young children it is important to have the environment
organised and material accessible before tasks are started. It is important that
they have access to materials they want to use, whether at organised activities
or in general play.
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Involving children
When children are younger, educators need to take responsibility for ensuring
materials are available, but even preschoolers can effectively help set up and
contribute their ideas as to what is needed, and school aged children can often
get materials themselves and set up areas.
© Shutterstock (used under license)
Think Time
Consider the following scenario:
Guy, four years old, is following Frances the
educator around the yard as she sets up for outdoor
play. She pauses at the sandpit and says “What do
you think we should have here today, Guy? Trucks,
water and pots, or buckets and spades?” Guy says
“Water…and trucks.” “Good choice,” agrees
Frances, “so how about you go and get the trucks
from the box outside the shed, and I will bring a
bucket of water over with some scoops and pots.”
Supporting children's choices and agency
Allowing children the choice about how and when they eat can be a difficult area
to decide on a personal opinion. However, it should be noted that it is important
to respect choices where the safety of the child is not an issue.
Remember that toddlers want to feel ‘grown-up’ and will experiment with defying
instructions, only to quickly return to appropriate use of tools.
Even with toddlers, help with setting up and packing away will allow children to
be involved in participating in their environment and will allow opportunities for
children to participate informally in decision making contributing to the
development of agency. As children develop their understanding of time and
group work, they can be more formally involved in the planning process.
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Involving older children
In the middle childhood years, children can be involved in planning for a whole
term, choice of outings for vacation care and even investigating what is needed
for particular activities or excursions.
Think Time
© Shutterstock (used under license)
Consider the following scenario:
Kim is planning for the next vacation care block
at the centre. She has four older children who
attend after school care and vacation care, and
she approaches them to help her with excursions.
They suggest skating or bowling, and so she asks
them to use the phone with her in the office to
work out when this is possible. Together they go
through the information needed to be asked, e.g.,
How much? When can group bookings be made in
the holidays? Kim sits near-by when they phone,
so they can check with her if they are not sure.
Analysing the environment
In order to foster children’s independence, materials need to be accessible to
children within the play area, so that they are not constantly dependent on adults
to get things for them.
When analysing the environment, you may find a table such as the one below
helpful to ensure that everything is ready when and as it is needed.
By analysing the environment and making tables such as the one below, your
environment should always be ready for children to spontaneously perform and
practice self-help skills. It is also important that the environment fosters skills
which will benefit the child who will be moving to school.
Self-help skills
expected
Materials
required
Level of accessibility for children
Pours from a jug
with minimal
spillage
Drink, water,
jug, cups or
other
containers
Water jugs and mugs freely available
for children to get their own drinks on a
low table.
Activity also used in sandpit, where
water is poured and mixed with sand in
containers and in water trough where
differently sized containers available.
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Analysing the environment to ensure it enables children to practice self-help
skills
Implementing strategies for promoting self-help
Time and its various meanings
It is extremely irritating to feel rushed when you are trying to learn or practice
something new. It is easy to remember what that is like, as learning new tasks is
a life-long process. When we study, we might need to use computer skills
previously unknown, or learn how to access information through different library
systems, or explore new ways of phrasing ideas. When we are learning we need
time and support in order to learn effectively, as do children.
It is important for educators to ensure that time is available for children to learn
and practice new skills and this may mean being flexible and putting off other
activities, when children are excited about practicing a new skill or picking the
time carefully about when you introduce a new skill.
Remember, when fostering new skills, it is important to ensure:
You have the children’s attention
They are in a receptive mood (not hungry, not tired)
There is enough time to explore the skill fully
There will be enough time over the following period for the children to
practice the skills as much as they like
Materials will be accessible and appropriate for them to do this.
Self help promotion and environmental set ups
The child’s environment is a powerful influence on their learning. Children are
active learners and, for their learning to be relevant, it must be informed by their
interests and abilities. Piaget emphasised the importance of stimulating set ups
that support the child’s development. The way educators set up the experiences
in each environment can either promote the children’s ability to do much for
themselves or hinder their ability to do things. Children should be able to be a
part of the decision making process regarding the arrangement of the room, the
visual displays, the selection and amount of materials, the location of the set up
and where practical the timing of the experience.
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Important requirements of environments © Shutterstock (used under license)
Methods to promote self-help skills in the environment
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Theoretical understandings and supporting the child
Theorists in child development, such as Jean Piaget, thought that the
environment, and how it was structured, was of main importance in fostering
children’s learning and saw the primary role of educators as setting up
environments to encourage children’s learning. It was not considered that adults
should interfere or intervene, as the child learned through their own explorations.
Other theorists, such as Lev Vygotsky, emphasised the role of the adult in
building on or ‘scaffolding’ (like on a building) children’s learning. In this model,
the child is moved beyond their own capacities through guidance from an adult,
to achieve a higher level of skill development.
Think Time
© Shutterstock (used under license)
Consider the following
scenario:
David (two years old) is getting out
of bed. He begins to pull on his t-
shirt, but puts his arms in the
sleeves before he puts his head in,
then stands there, confused. The
educator comes over, and says “It
can be a bit tricky doing it that way
David. Let’s put your head in
first…like this…[helps]…now try
putting your arms in…well done!
You did the sleeves yourself!”
Did you consider?
As educators, we provide a ‘scaffold’ for children like this every day without
thinking about it. It is knowing how much help a child needs and when to stop
that is the skill for us. Sometimes it takes a lot of patience on the part of
the educator to wait for a child to manage a stage in a skill, but it is important not
to leap in and do it for them until you can see they are getting frustrated in their
attempts and suggestions will not be enough. The educator now needs to
provide opportunities in the environment as well (as Piaget suggests) for David
to practice this skill, using encouragement and some guidance.
Language and encouragement
Language is an important tool in fostering the self-help skills of young children.
Even with infants, while they might not understand the words fully, they are very
sensitive to tone and body language.
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Toddlers are often spoken to, and thought of, negatively in our society and this
can impact on their confidence in their self-help skill development. The theorist
Erikson describes this period as one where the feeling of autonomy (the ability
to do it yourself) is emerging, but when it is not appropriately encouraged it can
lead to feelings of self-doubt in their abilities.
Using effective strategies
It is important to be specific with the child by identifying what it is that they are
doing well. For example, when a child is helping you to pick up something, don’t
just say ‘thank you’ but identify what they have done to earn the thanks, e.g.,
“Thank you, Josef, for helping me pick up these cups. They need to be washed
up so they are clean for our next drink”.
Note that it is also important to give young children reasons why self-help skills
need to be completed - assume nothing as far as the child’s knowledge in this
area goes. Explain why we wash our hands, why we flush the toilet, why we
wash up plates and cups or brush our hair. All this knowledge is important to
reinforce.
From the above examples and notes, there are several points you should
remember about developing a young child’s self-help skills. These are:
Explain, model and provide support for tasks carried out by young children
Have patience while they try new skills - don’t leap in until they show signs
of frustration or ask for help
Give real verbal encouragement - praise the action rather than using
general phrases
Complete tasks with the child, modelling appropriate skills and actions
Provide opportunities for the child to practice self-help skills in a variety of
real and play situations
Talk about the ‘whys’ of self-help skills - share the information you have
Encourage children who are verbal to use their words to ask for help when
they need it rather than pointing or sounds
Be an educator who can be approached for help
Observe the children and follow their individual skill development so that
what you expect from each child is current and appropriate
The educator needs to make sure that a skill is being encouraged for the
child’s sake rather than the service.
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Promote sun protection of children
According to Cancer Council of Australia, Australia has one of the highest rates
of skin cancer in the world. Although risk is greater as you get older, anyone can
be at risk of skin cancer.
The three main types of skin cancer are:
1. Melanoma, the most dangerous
2. Basal cell carcinoma (non-melanoma)
3. Squamous cell carcinoma (non-melanoma)
The majority of skin cancers in Australia are caused by exposure to UV radiation
(UVR) in sunlight.
UV Radiation
There are three types of UVR which Education and Care services need to be
aware of.
1. UVA, which can cause sunburn, DNA (cell) damage in the skin and skin
cancer
2. UVB, which causes skin damage and skin cancer
3. UVC, which does not reach the earth’s surface.
Evidence suggests that childhood exposure to UV radiation contributes
significantly to the development of skin cancer in later life.
UV radiation levels are at the highest around the middle of the day,
approximately 10am to 2pm or 11am to 3pm during daylight savings time.
All services should have a Sun Safe Policy in place, according to Education and
Care services Regulation 2011. You will find a sample provided by the
Australian Cancer Council by clicking on the following link.
http://www.sunsmart.com.au/downloads/communities/early-childhood-primary-
school/ec-sample-sunsmart-policy.pdf
Outdoor play
Limit time outside during peak periods:
October to March – 11am to 3pm
April to September – 10am to 2pm
Use shade for outdoor play
Wear sun smart hats such as broad brimmed hats, legionnaires hats or
bucket hats, as recommended by the Cancer Council. Educators can be
positive role models by wearing hats also
Wear sun smart clothing, including loose fitting shirts or dresses with
collars and sleeves, trousers or longer style skirts
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Use of a water resistant 30+ or 50+ broad spectrum sunscreen, which
has the highest level of protection and blocks out UVA and UVB rays.
Lighting, ventilation and fresh air
The environment in which you work makes a difference to your health and
wellbeing. Environmental factors, such as heating, cooling and lighting, all affect
your health. Division 110 of the Education and Care services National
Regulation 2011 states the approved provider of an Education and Care service
must ensure the indoor spaces used by children are:
Well ventilated
Have adequate natural light
Are maintained at a temperature that ensures the safety and wellbeing of
children
Lighting
Good lighting is vital to good health. Both having exposure to natural light and
having good quality artificial lights are necessary. The centre should use as
much natural light as possible with skylights, large windows and outside play
time, but always minimise the exposure to the sun’s rays. A small, daily amount
of sunlight is necessary for vitamin D production and good health.
Ventilation and heating/cooling
Not only is it extremely unpleasant to work in an overheated, unventilated
environment, it is also extremely unhealthy. The heating and cooling services
must be both safe and effective with the temperature inside adjusted to the
weather. The preferred temperature is between 20– 25°C. The sleep area,
particularly for babies, needs to be kept at a lower temperature to minimise the
risk of SIDS as there is a higher incidence of SIDS in overheated areas. Heaters
and cooling systems need to be completely inaccessible to children at all times.
Ventilation is also an important consideration, with a good flow of air through the
centre to help reduce the buildup of allergens, pollutants, and germs. When
opening windows to allow adequate fresh air flow, safety precautions must be
used. Safety locks on the windows and safety screens will prevent children
finding their way through an open window.