Common Childcare Worker Scenarios
Parents, teachers and even those studying to be Childcare workers all have some common questions around what can be expected at a child-minding facility, whether it’s daycare, occasional care, or any environment that requires undivided attention from child minders and those around them.
Here are some common childcare scenarios faced by everyday workers.
How many Educators have to be trained in First Aid? How many have to be on-site during working hours?
All the Educators that have their Cert III in Children’s Services must have their First Aid qualification up to date. The certificate must be up dated every 3 years and the CPR component must be up dated every year.
All the Educators that have their Diploma of Children’s Services must have their First Aid qualification that it up to date. The certificate must be up dated every 3 years and the CPR component must be up dated every year.
In the services there must be at least two with the up to date First Aid qualification whenever there are children on-site, even if there is only one child.
How does an Educator make sure all the children are involved in a program, game, etc? What kinds of initiatives can an Educator develop to challenge children?
There must be a variety of experiences within the children’s program that stimulate and challenge every child in the group’s interests and needs. It must be designed to enhance all the children’s different abilities, capabilities and interests.
Carefully observing, gathering information and discussion with those involved with the child’s program will enable this. Setting an objective/goal for individual children and group objectives/goals will extend children’s learning and development.
It must be challenging to be in Childcare, so what are some of the most common situations Educators face that could be described as challenging? For example, children are left at the door by mum and dad. What can an Educator do to ensure the child remains at ease?
The most challenging aspect Educators face at the moment is implementing the National Quality Framework as it is a journey of improvement that many are finding difficult to put into practice.
People vary on their stage of understanding and so some are working with some confusion. The Quality Improvement plan, the rating system and other components are foreign to many and so the challenges can be huge.
The industry is temporarily fragile and the Directors need to work hard on reassuring staff of the focus on providing quality care is still the goal. Explaining to families what is now happening in centres, because of the changes, is a challenge for Educators. Even the terminology has changed and habits can be difficult to change.
It can be an exciting time for some and others the opposite. Children are extremely responsive to people’s emotions, so Educators must constantly be on guard against displaying any negativism.
What processes can an Educator develop to ensure children can open up to them?
Developing trusting relationships with children can only be achieved by meeting a child’s needs. Children will learn to trust the Educator if she responds appropriately to when they are hungry, sad, happy, tired, needing instruction of what to do, needing to be acknowledged, needing attention, feeling loved, respected, feeling comfortable, secure, safe and enhancing their learning and development.
When children feel they can trust a person they will open up to them.
What kinds of methods does VFA Learning teach students?
At VFA Learning, we teach students to be inclusive and respect, accept and acknowledge every child in their care. We teach that their aim is to provide high quality care for every child and to work cooperatively as a team member with all others in the Children’s Services facility.
They need to promote quality by their actions, reflect regularly on their own performance and be diligent in working to a Quality Improvement Plan both for themselves and for the service.
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