Education Policies and Frameworks for Age Care - myassignmenthelp

Question: Discuss abouy theEducation Policies and Frameworks for Age Care. Answer: Differences Between FFSAC and EYLF Both the Early Years Learning Framework and the Framework for School Age Care describe the practices necessary in supporting and promoting the learning and development of children. However, they have some differences. One of the differences between EYLF and FFSAC is that they are meant for different age groups, the former being for children aged -0-5 years and the latter 6-12. Additionally, EYLF mainly focuses on brain development and play based learning for children. It aims at extending and enriching the learning of children from birth to five years of age as well as throughout the transition to school. On the other hand, FFSAC majors on enhancing the experience, development and well-being of school-aged children using planned leisure activities. It aims at extending and enriching the development and wellbeing of children who have attained the school age in care settings and education (Australia and Barblett 2006). How the ECACE links to one of the approved frameworks Leisure and play are crucial for the young childrens development, learning and wellbeing. This principle relates to FFSAC main objective of enhancing childrens development through leisure activities (Dowding and Martin2017) Part B Scenario 1 Legal obligations as an early childhood educator I would first confirm that Joshuas Mums friend is among the people allowed by Joshuas mum to pick him from school in her absentia. If not, Id contact her and refrain from releasing him to the Joshuas Mums friend. About the use of vulgar language and the bruises, I would report this to the necessary child protection authorities. Service policies and procedures I would refer to this scenario Mandatory reporting of child abuse. Child protection from any form of abuse or danger. Education and Care Services Regulations relevant to this scenario The safety and health of children. Standard 2.3: The protection of each child. Element 2.3.2: Reasonable steps should be put in place to protect children from injury, harm, or any hazard than can expose them to injury or harm. Element 2.3.4: coordinators, educators, and staff should be aware of their duties and responsibility to reach out to any child at risk of neglect or abuse (Armstrong, Armstrong and Barton 2016). Is it an ethical or a legal dilemma? It is an ethical dilemma since it does not relate to either sexual or physical abuse that requires mandatory report to relevant authorities by the law. In Saritas case, the child is not given proper attention by the parents. In this case, it is an ethical and moral requirement for Saritas parents to provide the baby with proper attention. Proper attention implies to the provision of basic needs like food, this is important for the baby given the fact that she is underweight and by opening the other childrens bag means she is hungry. Therefore, it is a moral obligation for the parents to take care of the child. How I would respond to such a situation Children like Sarita who are neglected need a nurturing and safe relationship that address the impact of child maltreatment. In this case, first thing I will do is to offer the child the proper attention needed. Second, since the child is under weight and hungry, I will arrange for the baby to be given food in proper proportions in order to correct her situation. Third, I would go an extra mile and report the case to the relevant authorities for appropriate action to be taken, whereby the child can be given to a caregiver who understands her needs. Finally, I would lobby for a school policy that provides free school meals to children who have difficulties having a decent meal at home. Areas from in relation to families that the educators undermined Children and their families should be supported and the teachers should respect the decisions made by the parents on their children. The educator should learn on how to respond and respect the uniqueness of each family in terms of culture, customs, structure, beliefs, language, and kinshipsystem. Respect families right to privacy and maintain confidentiality (Tayler, Ishmine, Cloney, Cleveland and Thorpe 2013) Services policies and procedures I would refer to in this situation Respect of family privacy and treating information with the appropriate levels of confidentiality and discretion. Respect the uniqueness and characteristics of various family backgrounds. Report any cases of breach of confidential information and the lack of respect to family privacy. Importance of sharing information about their behavior with the supervisor The educators failed to respect the privacy of this familys matters and continued laughing about it. Thus, they did not handle the information they knew with dignity and confidentiality as required. One of the educators did not respect the mothers decision to have a baby and went ahead to suggest that she could carry out other options instead. Therefore, they failed in their role as educators and violated fundamental principle. Advantage of supervisor raising and discussing policies that relate to this scenario in a staff meeting It would serve as a reminder to the involved educators together with the entire staff that it is important to respect family privacy and maintain confidentiality of sensitive information. Also, educators would be reminded of the importance of respect family backgrounds and treating such people with dignity. Reference List Armstrong, F., Armstrong, D. and Barton, L., 2016. Inclusive education: Policy, contexts and comparative perspectives. Routledge. Australia, E.C and Barblett, L., 2006. Early Childhood Australias code of ethics. Early Childhood Australia. Dowding, K. and Martin, A., 2017. Introduction. In policy Agendas in Australia (pp. 1-10). Springer International Publishing. Tayler, C., Ishmine, K., Cloney, D., Cleveland, G. and Thorpe, K., 2013. The quality of early childhood education and care services in Australia. Australasian Journal of Early Childhood, 38(2), p. 13.