Chcece033 Assessment 2 Case Study 1 Kazim by Rachael-Lyn Anderson

CHCECE033 Assessment 2 Case Study 1-Kazim by Rachael-Lyn Anderson
During enrolment at the Little.ly Early Learning Centre, Talia told Yindi (educator) that she was
nervous about leaving Kazim (22 months) in long day care.
Yindi told Kazim’s mum that it might be helpful if she stayed with Kazim for a couple of days in the
beginning. To help Kazim become familiar with the educators, service’s routine and environment.
Together Yindi and Talia worked out a way to ease Kazim into long day care. They used the following
strategies.
Gradually leaving Kazim after the initial ‘orientation’ period for short periods until eventually he was
there for the full day.
Talia filled out the ‘about my child’ section of the enrolment form carefully describing Kazim’s
sleeping habits, comforters (teddy and pacifier), fears/phobias, likes, cultural connections, family
traditions, interests, temperament, personality, stages of development and significant people in his life.
Emailing a photo book to Talia that showed the room and activities that Kazim would spend his time
doing so that Talia could explain to him in the language spoken at home what he would be doing while
she was at work
Eventually Talia returned to full-time work, and Kazim was in long-day care Monday to Friday.
Talia told Yindi that she was finding it very hard to leave Kazim because he was clingy and cried after
she left. Yindi asked Talia what Kazim was interested in. Yindi said that since they had visited the zoo
he loved to talk about the wild animals.
They agreed that when Talia arrived at the service, Yindi together with Talia would sit down and read
the book about zoo animals to distract him from Talia leaving. After Talia left, Yindi continued to
encourage Kazim to play with rubber zoo animals and has given him five finger puppets of zoo animals
which he can wear during play time with the other children at the service. Yindi agreed to email photos
of Kazim playing happily to Talia throughout the day and encouraged her to ring the service to see how
Kazim had settled in as many times as she needed to.
Although these things seemed to work, Talia told Yindi that Kazim had become very clingy at night-
time and she was still worried about him.
Talia thought it was a good idea to tell Kazim when she would be back and leave him a small item from
home (tiny donkey that Kazim’s grandmother had knitted) to look after: ‘Bye Yindi, I will be back after
afternoon tea, please look after Jadda’s donkey until I get back.’ They also decided to include photos of
Kazim’s family life on the family board in Kazim’s room.
These strategies seemed to help Kazim feel connected to his mum when she was gone, and he was able
to say goodbye happily.
QUESTION 1.1
Identify at least three respectful behaviours the educator Yindi did to show Talia and Kazim that she
was genuinely interested in them and in understanding their needs.
1. involved Talia in supporting Kazim’s learning through listening to and responding to her ideas,
sharing information and contributing her own knowledges and perspective (Queensland Curriculum
& Assessment Authority [QCAA], 2006). Gathering information from Talia to support Kazim during
the settling-in process
2. Being available and receptive to Kazim’s needs as well as supporting transitions.
3. Having responsive and meaningful interactions based on trust and respect.
QUESTION 1.2
Identify three routines and/or practices the educator Yindi used to support successful separations
for the child and their family and reduce stress.
1. The Child’s mother sit down and read with the child for a bit to distract the child from mother
leaving. Encouraging Kazim to play with the finger puppets of zoo animals when playing with other
children.
2. using a favourite toy, photograph or comfort item brought from home to help them settle and feel
secure in the service (South Australia Department of Education and Child development, 2016;
Australia Department of Education and Training, 2018).
3. Emailing a photobook to Kazim’s mother that showed the room and activities that Kazim would
spend his time doing while she was at work. As well as emailing photos of Kazim playing happily
throughout the day and encouraging ringing the centre to see how Kazim had settled in.
QUESTION 1.3
Identify the practices the educator Yindi used to support a family’s choice and decision making.
To support the family’s choice and decision making, Yindi used the practices of sharing knowledge, a
trusting relationship, communicating openly and honestly, empathy, respect for diversity, providing
support without judgment by talking about working on an issue together, and a family centred care.
QUESTION 1.4
Explain how educator Yindi supported Kazim to develop a secure attachment with her and to settle
into care.
Yindi supported Kazim to develop a secure attachment with her and to settle into care through the
child’s interests and experiences, talking to Kazim’s mother Talia, responding consistently,
predictably and calmy, as well as developing positive relationships with Talia.
References:
Australia Department of Education and Training. (2018). My Time Our Place- Framework for School
Age Care in Australia.
https://www.acecqa.gov.au/sites/default/files/2018-05/my_time_our_place_framework_for_school
_age_care_in_australia_0.pdf
Queensland Curriculum & Assessment Authority [QCAA], (2006). Early years curriculum Guidelines.
https://www.qcaa.qld.edu.au/downloads/p_10/ey_cg_06.pdf
RTO Advice Group. (2021).CHCECE033 Learner Guide: CHCECE033 Develop Positive and Respectful
relationships with Children Version 1 (1st ed.). Edu works Resources.
South Australia Department of Education and Child development (2016, February). Early Years
Learning Framework: Perspectives on Pedagogy [Fact sheet].
https://www.education.sa.gov.au/sites/default/files/perspectives_on_pedagogy_early_years_learni
ng_framework.pdf?v=1456704111

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2. Being available and receptive to Kazim’s needs as well as supporting transitions.

3. Having responsive and meaningful interactions based on trust and respect.

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