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VE000476223_30244_01

CHCORG303C Participate effectively in the work environment


Written Assessment Tasks

Student name: DIAHANN DIAS

Student number: VE000476223

Assessment Number: 30244/01

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Assessment 30244/01

Assessment task 001: Reflecting on practice

CHCORG303C Participate effectively in the work environment


Element 1. Contribute to the effective operation of the workgroup

Element 2. Review and develop own work performance

Element 3. Work co-operatively with others

Element 5. Report concerns regarding administrative policies, practices and procedures to the
supervisor

This task assesses essential knowledge


In order to continually improve your skills as an early childhood practitioner you need to get into
the habit of thinking critically about your values and beliefs, and your workplace performance.
1. The purpose of this task is to help you reflect on your personal qualities, characteristics, interests,
knowledge and abilities and how these impact on your role as a educator. Write a response to each
dot point.

a. What does “being a professional educator” mean to you?


According to me, a professional educator is one who has acquired formal training through a
university or college and continually develops relevant knowledge and skills through
professional development by engaging in life-long learning. A professional educator should be
dedicated and passionate about working with children and possess good communication skills
to deal with them as well as co-workers and families. Educators are role models for children
and need to be able to work cooperatively in a team, make independent decisions, solve
problems and possess good common sense. Self-reflection and willingness to learn are
important characteristics for a professional educator. It is perhaps overlooked amongst many
educators, but a professional appearance and demeanour contribute to professionalism.

Amongst the many characteristics of professionals, the main ones include being part of a well-
developed body of knowledge, possessing academic accreditation and professional
certification. A professional has self-reflection and also a national governing organisation
which requires them to comply with set professional standards and a code of conduct that if
breached will result in consequences (Elliot 2007, p. 205).

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b. What do you believe are your best qualities/ characteristics ?

The qualities I consider to be my best are open-mindedness and the ability to work well with
others by sincerely respecting their opinions; common sense and quick thinking / decision-
making skills; commitment to life-long learning; ability to work well under pressure and multi-
tasking. In addition, I am sincere, dedicated and extremely hard working.

c. List some personal characteristics/qualities you would like to change or improve.


I find it hard to say “No”and struggle to maintain a work/life balance. I am my worst critic and
can be extremely hard on myself at times because I set too high standards that can inadvertently
create a lot of stress.

d. List some interests, knowledge and abilities that you bring to your role as an educator.

I have had fifteen years of experience as a high school teacher and have considerable exposure
to dealing with diverse people from different walks of life. I love being around children and
young people. I am a mother of three children between the ages of three and ten and although
every child is different, I do believe that raising my own children has given me skills that can
contribute positively to my being an educator to other children. I am a passionate crafter and
possess skills in myriad crafts like sewing, knitting, crochet, toy making, etc. I love sports,
cooking and baking, too.

e. List some knowledge and abilities that you would like to develop which would contribute to
your role as an educator.
 Knowledge of Australian regulations and legislations that influence my role as an educator

 Theories of child development in the early years as well as their practical usage

 Conflict resolution strategies

f. Write one professional goal for yourself and outline how it can be achieved.

My one long term professional goal is to set up my own “boutique” child care facility. As a
working mum who was forced to keep my children at daycare, I was often made to feel inadequate
or guilty. My aim is to have a child care facility that would allow parents to feel great about leaving
their children in order to go about doing what they have to do, not only because they could be sure
that they would be well looked after in my care no matter their background, but also, because they
would know that their family values would genuinely not be judged.

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In order to accomplish this, I would need to complete the Certificate 3 in Children's Services
and go on to do a Diploma or preferably a Bachelor's in Early Childhood Education/Primary,
whilst acquiring practical experience in various capacities at Early Childhood Centres. I
would like to achieve this within a period of seven years.

g. Write one personal goal for yourself and outline how it can be achieved.

I would like to be mortgage-free in ten years. This can be achieved by my completing the
Certificate 3 and gaining permanent employment to supplement my family's current income.

2. The purpose of this task is to help you reflect on what it means to be an early childhood
educator and the knowledge and skills needed to work effectively with young children and
their families. To assist you with this task go to your text and the reading: ECA Code of Ethics

Explain how the ECA Code of Ethics relates to the role of an early childhood educator?
As stated in the preamble of the Early Childhood Australia Code of Ethics, it provides a
reference of the ethical responsibilities of early childhood professionals. It acts as a reflective
tool, guide and mentor in order to challenge the daily decisions and actions of an early
childhood educator in order to ensure that children always remain at the centre of their
thinking. The ethical principles provided help an early childhood educator make decisions
about children, families, colleagues, employers, students, research and themselves. A focus on
complex issues like the environment, technology or globalisation that impact on the lives of the
children and their families prompts educators to respond to these as well. The Code of Ethics
defines the work of an early childhood educator by laying a benchmark by which they can
serve the best interests of the children in their care and acts as a framework that can be built
into daily reflections about the work. Apart from simply serving to define a list of tasks that
need to be completed, it prompts educators to ask questions for themselves as individuals -
about what they do, why they do it and how they do it - rather than simply following the group
thinking. It enables early childhood educators take responsibility for their actions. The Code
of Ethics does not provide direct answers to many challenging questions but gives a framework
to evaluate ethical practice and take action if confronted with unethical practices or policies.
Using the ECA Code of Ethics can influence the quality of practice and in turn the care and
education provided in an Early Childhood facility (Barblett, Hydon & Kennedy 2008, pp. 2-4).

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Working in children’s services requires a strong commitment to teamwork. Children’s services are
busy workplaces and it is essential that everyone takes responsibility for ensuring the smooth
running of the service.
3. For each situation describe the immediate action you would take to address the issue.
a. You go to the bathroom and use the last paper towel. When you open the cupboard below it
is empty. Additional supplies are kept in the large storeroom at the other end of the
building. You are expected to return to the room immediately.
i. What action would you take?
I would take responsibility and go to the children's bathroom and check if there were
spare towels and put a packet of paper towels in the dispenser, wash my hands and
return to the room. In the event that there is shortage in the children's bathroom, too, I
would use the procedure and policy of the service to report the shortage to the
supervisor or team leader.

ii. Why?
It is imperative to ensure the smooth running of the children's service and a shortage of
resources (paper towels) could have a direct impact on the effective operations of the
service. It may also be imperative to return to the room immediately and hence, going
to the other end of the building may not be feasible perhaps because another carer may
be needed to be present in the event of a crisis or in order to maintain the child-staff
ratio. If the paper towels could be accommodated from the children's bathroom, going
to the other end of the building would be avoided. Communicating the shortage to the
supervisor or team leader ensures that any unnecessary stress can be prevented in
order to ensure the smooth running of the children's service.

b. You are preparing the art and craft materials for tomorrow. When you open the black paint
there is a sickly odour. You open another and it’s the same. You then check several more
and find they all have a strong sour smell.
i. What action would you take?
I would start by putting the lids back on and ensuring that the spoilt paints were stored
appropriately. I would also check to see if there was anything around that caused the
reaction. Then I would attempt to use new paint and if there wasn't any, I would make
a note to order more. I would inform the team leader or supervisor about the situation

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and try to plan other activities that the children could do instead in the event that paints
would not be available for the next day.

ii. Why?
Taking responsibility and communicating about identified hazards and proposing
alternative activities would contribute to fulfilling the aim of providing a quality
children's service. It would ensure the smooth running of the operations for the next
day. Using spoilt paints could be hazardous to the well-being of the children
especially if they were inclined to ingest them while painting.

Working in children’s services requires a strong commitment to teamwork. Each member of the
team must work towards a set of common goals. Teamwork is built on clear communication and
a willingness to listen and support others. It also requires respect and tolerance for different
points of view.

4. For each statement explain why the response is inappropriate


a. Educator comments to a colleague after the Director has been into the room and expressed
her concern about the level of noise in the preschool, including children yelling, blocks
crashing and raised voices from educators.

“I’m sick of her coming and telling us what to do. It’s all right for her she just sits in the
office all day doing nothing.”

Why is the response inappropriate?


Every member in a team or workplace is required to satisfy their designated duties and
responsibilities in order to ensure that the team functions to its full potential. All members
complement each other and need to show respect for each others' roles and responsibilities.
(Kearns 2010, pp. 10-11) The educator's comments are, therefore, inappropriate because
they display a lack of mindfulness of roles and job descriptions within the service, in
particular, the Director's role in the organisation has been undermined. When one does not
fulfil their duty, it forces another to pick up the slack and hinders the smooth operation of
the service.

In addition, grievance resolution is made more difficult if it is talked about with co-workers
rather than taken up with the specific person.

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b. The senior educator explains to her team that Joe’s mother has asked that he not be allowed
to sleep for more than 1 hour in afternoon as he won’t go to bed at night until after 11pm
and his parents are exhausted. Joe is 18mths and a very active little boy.

Team Member A Response: “Oh that would be right. Joe’s mother is so selfish. All she
thinks about is herself!”

Team Member B response: “You’re not wrong there. Joe is such a handful. What about us.
We need a break from him. The only time he’s still is when he’s asleep!”Why are these
responses inappropriate?

These responses are inappropriate because all early childhood educators are committed to
supporting the rights and needs of the child as well as the parents (ECA Code of Ethics).
In this case, the senior educator has presented an ethical dilemma that relates to acting in
the best interest of Joe versus supporting his parents in their role of providing a nurturing
environment for him. However, the team members are complaining about their plight
while caring for Joe. They need to support the senior educator and provide routines that
have a child-focused practice with the child at the forefront (Kearns 2010, p. 78) but in this
case, the team members' responses indicate that they are more concerned about their own
interests and neither Joe's parents nor his interests are being considered.

They would have contributed more to the team at the children's service if they listened to
the concerns of Joe's parents with respect and tolerance of their point of view.
Additionally, if curbing Joe's nap to no more than an hour was not conducive to his well-
being, the team members could be more supportive by suggesting a compromise that
would benefit both Joe and his parents.

c. A senior educator surveys the outdoor set up which has just been completed by two
trainees. “Okay, everything looks fine except for the walking boards, they’re too close to
the path. You need to move them back so that if a child falls they won’t fall onto the path.”

As they move the walking boards one trainee comments to the other: “What a waste of
time. The boards are only 30 cm off the ground. How much damage can you do falling
from that height? He always has to find fault!”

Why is the response inappropriate?

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The trainee is not being a team player and the response indicates that he/she is unaware of
their obligations to the children's service. The senior educator is being proactive about
moving the walking boards and is looking out for the health and safety of the children.
The management have a duty to provide a safe environment and take every reasonable
precaution to protect children from any hazard likely to cause injury in compliance with an
OSH Act or with state/territory regulations (Kearns 2010, p. 15). The trainee needs to
show tolerance for the opinion of the senior educator who is probably performing his duty
and be open-minded about his idea. Also, the trainee needs to treat the senior educator
with respect and consideration (Kearns 2010, p.13) and acknowledge and support his
professional experience(ECA, Code of Ethics).

All children’s services will have in place an organisational structure that ensures that job roles and
responsibilities are clearly defined so all legislative requirements can be met.
5. Look at the job description for the “Child Care Assistant Educator’ in the Appendix.
a. List (and number) a minimum of 10 key tasks (priorities) which must be done every day.
1. Carry out duties as per daily rosters and routines
2. Maintain a professional standard and attitude
3. Participate in the day-to-day activities and experience with the children
4. Maintain at all times adequate supervision of the children and being aware of staff/child
ratios at all times
5. Model appropriate language and behaviour for the children
6. Role model sun protection and healthy eating to the children
7. Return all equipment and supplies to designated areas
8. Maintain a clean and litter free outdoor area
9. Maintain an attractive and safe outdoor and indoor physical environment and to report to
the Team Leader on matters relating to the children
10. Bathroom areas kept clean and disinfected
11. Disinfectant solution for nappies, spray dispensers and bottles to be changed daily in
prescribed amounts
12. Wash all tables and chairs after each lunch

13. Wash all afternoon tea dishes and attend to general cleanliness of the kitchen area as

needed

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14. Ensure that all medications and poisons are kept out of the reach of the children

15. Work as part of a team to generate an environment that meets the individualised
emotional, social, intellectual and physical needs of the children at the centre

16. To work as a team in planning children's learning experiences and assist children to gain

benefit from these


17. To encourage parents to feel they are part of the team and service and can participate in
the programme
18. Identify, manage and monitor food allergies
19. Wash all posts, paintbrushes and all glue pots after art and craft activities
20. Wash, dry and fold and put away all laundry that you may be responsible for

b. List (and number) other tasks which should be done if there is time.
1. Wash toys and equipment periodically

2. Disinfect all children's mattresses

3. Clean and tidy storerooms, cupboards and sheds as needed

c. Identify the tasks you think may be overlooked because you run out of time.
The cleaning and tidying of storerooms, cupboards and sheds could be overlooked if there
was no time.

To be an effective team member you must be able to organise your work and set priorities. This
requires you to plan ahead, seek clarification if needed and be aware how effectively you use your
time.
6. a. The following table lists some common ‘time stealers’ to avoid. As you read through the list,
tick any that are a problem for you.
Common Time Stealers Time Management Strategy
Tasks that could have been delegated Be an effective “delegator” – at home
and at work
Procrastination and indecision Don’t procrastinate – make decisions,
don’t avoid them
Acting with incomplete information When unsure, ask for help or advice
Crisis management Plan ahead – set daily and weekly
priorities and goals
Ineffective communication Let others know what you need

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Inadequate knowledge Participate in ongoing learning


Unclear objectives and priorities Take time to familiarise yourself with
your role and responsibilities
Lack of planning Use a “to do list” – at work and at home
– tick things off as they are achieved
 Inability to say “No”” Be assertive and learn to say “no
Personal disorganisation Take some time to organise – this will
save you time
Interruptions telephone/visitors Use a message service on the telephone
 Needs of family members Don’t attempt to do too much – be
realistic about what you can achieve

b. Think about the tasks you listed in 5 (c). Suggest what you could do better to manage your
time? And the Strategies you could use?

Planning ahead and being organised enables one to manage time better. Procrastinating
tasks makes them pile up so it's better to get them done as soon as possible (Kearns 2010,
p. 18).

The strategies that could be used to better manage time as aptly stated in Kearns (2010,
p.18) are:

Setting a deadline date for tasks by prioritising daily/weekly/monthly goals

Timetabling the tasks

Asking for help to complete the tasks or delegating some tasks

Saying “no” to doing work for others when your tasks are incomplete.

When working in a team it is important to be familiar with and take responsibility for your own
duties. It is also important to be aware of how your role contributes to the overall operation of
the service.

7. Read the following scenarios and identify the action that should have been taken by both
educators to clarify the task/situation.

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A. Connor
Connor (19 yrs) is new to the service and is anxious to please. He is a little overwhelmed by the
efficiency of the other educators and worries that he will ‘not come up to scratch’. This week
Connor has been assigned laundry duties which includes washing items from the nursery such as
bibs, spare sheets, wash clothes etc. He has also been asked to remove and wash the cushions covers
in each of the four rooms.
Connor has never used a washing machine in his life but doesn’t want to admit this to his
predominantly female team members. He decides it can’t be too difficult and simply follows the
instructions. He vaguely recalls seeing different piles of clothes on the laundry floor when his
mother does the washing and so decides to sort the washing – he puts all of the face washers
together, bibs, cushions covers etc. Connor is quite pleased with his efforts until he removes the
cushion covers from the machine. The darker colours have run into the lighter colours and now they
are all an unattractive greyish brown.

i. How could Connor have communicated more effectively?


Connor could have been more open about his lack of knowledge/ experience with operating the
washing machine by putting his ego aside and asking for help.

ii. How could Connor’s team members have communicated more effectively?

Connor's team members could have had more informal chats with him and tried to find out how
he was coping with his new job. They should have been aware of his feeling out of place in a
predominantly female environment and they could have made an effort to make him feel more
comfortable. This would have ensured more open lines of communication. Furthermore, they
should not have taken it for granted that he knew about doing the laundry and should have
provided him with more information about how it was done. Feedback from Connor should
have been elicited from him in order to determine if he knew what had to be done.

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B. Zavart (22 yrs)


Zavart is a real live wire! She always has lots of things happening in her life and loves to take on
new challenges. This year for the first time she has been assigned to work in the nursery with
children up to 15 months. Over the summer break Zavart did quite a lot of reading on infant/toddler
development and care. She feels she can take up her new role with confidence.
Zavart soon learns that working with the infants and toddlers is quite a challenge and that she must
be constantly thinking ahead and anticipating the children’s needs. Today the room leader asks
Zavart to supervise lunch for three toddlers 12 months–15 months.
Zavart is a little anxious about managing three children at once but doesn’t voice her concerns. She
puts each child in a highchair and then gives each child their bowl of coarsely mashed vegetables.
She realises she has forgotten the bibs and the wet washers which are on the table at the other end of
the room. Zavart can’t believe the mess when she turns around – she was gone only a minute! Two
children have thrown their bowls onto the floor and the third is busily wiping vegetables up his
arms.

i. How could Zarart have communicated more effectively?


Zavart should have voiced her concerns about managing three children at once to the room
leader and asked for support and direction. She should also have asked for the procedures
that were followed to supervise the toddlers' lunch. The room leader would have told her the
order of what had to be done and what to expect and this would have enabled her to handle
the task better.

ii. How could the room leader have communicated more effectively?
The room leader should have found out if Zavart was comfortable to do the job on her own
by eliciting feedback from her. She could have also provided more details about the
procedures involved in doing the job.

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C. Matt (20 yrs)


Matt is an educator in the preschool room. In addition to his normal duties Matt’s supervisor has
asked him to tackle the indoor storeroom which has become quite a mess. The supervisor suggested
he could do this over several weeks only as time permitted.
Matt, eager to please, decides he will get the job done as quickly as possible. All week Matt has
been going into the storeroom as soon as he finishes a task. At the end of the week the supervisor
pulls him aside. “Matt, I can see that you’ve been very diligent in tackling the storeroom but I did
say to do it only as time permits. You’ve hardly spent any time with the children this week. You
need to think about your priorities.”
Matt walks away feeling confused, after all he did get his other jobs done before going into the
storeroom.
The supervisor reflects to herself that Matt, although keen, has no idea how to manage his workload
and priorities!

i. How could Matt have communicated more effectively?


Matt should have first prioritised his tasks and then consulted with his supervisor to make
sure he was making the right decision about his priorities (Kearns 2010, p. 18). He should
have employed more effective listening strategies, evaluated the message and questioned the
supervisor about whether his interpretation of the message was right or not (Kearns 2010, p.
22).

ii. How could the supervisor have communicated more effectively?

The supervisor should have been more explicit about the fact that the storeroom cleaning
was not a priority over spending time with the children. She should also have employed
more reflective listening strategies (Kearns 2010, pp. 22-23) which would have allowed
Matt to provide feedback and ensure that he knew what was expected. In addition, she
could have intercepted him earlier in the week and clarified her message when she knew he
was heading off to the storeroom after finishing his other jobs. It must have been evident
that he had misinterpreted her instructions. Waiting for the end of the week to confront him
after he had diligently worked on completing the job he interpreted as a priority was
probably unfair and the unfortunate confrontation could have been avoided.

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When working in a team it is important to be familiar with and take responsibility for your own
duties. You must ensure that you are familiar with the standard of work required and are able to
identify the resources needed to undertake various tasks.

8. For this task you are to take on the role of Daniel. Read the scenario ‘The student’ and respond
to the supervisor’s request on behalf of Daniel.

The student
Daniel is a child care worker and has been employed at the service for approximately eight months.
Today a student from the local high school is commencing a two-week workplace experience.
Daniel's supervisor has asked him to explain to the student the procedures for cleaning the tables
and tidying the equipment at the end of the morning play session.

a. What information/instructions should Daniel provide?


Daniel should provide the student with detailed information about policies for cleaning the
tables, for example, the resources that should be used, the need to report any shortages of
resources and awareness of an obligation to be environmentally friendly. He would also
need to provide explicit instructions about how the tables need to be cleaned and the
standards expected according to policies and rules of the children's service workplace
(Kearns 2010, p. 15).

With regards to tidying the equipment at the end of morning play session, Daniel should
inform the student about the packing away of the equipment and any cleaning required.
Details should be provided about how the equipment is packed and where it needs to be
stored to maintain a safe environment in accordance with OHS policy and ensuring the
health, safety and well-being of the children (Kearns 2010, p. 15). For the cleaning of the
equipment/toys, Daniel needs to provide explicit instructions about cleaning in bleach
solution, if required, or putting in the dishwasher. Daniel should also inform the student
about the procedures for checking the equipment or toys for safety purposes and alerting
management when toys or equipment need maintenance or repair, to ensure that all broken
toys are removed and no small pieces that could detach and cause a risk or choking or could
be inserted into noses or ears are present (Kearns 2010, pp. 118-119).

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Daniel also needs to warn the student about safely storing away any cleaning agents after
they are used because they could be a potential hazard for the children.

This would ensure that the student would contribute to the effective running of the children's
service as everything would be easily accessible, properly cared for and stored in the
designated place for the next day.

b. What aspects of the task would be best demonstrated?

The cleaning regime for the toys or equipment may require the use of bleach solution,
putting in net bags and then the dishwasher and hence, Daniel may have to demonstrate
how each of these tasks need to be carried out since the student may need to learn how to
prepare the bleach solution, the precautions to take (use gloves, etc.) while using bleach and
how to operate the dishwasher.

The above student shadows Daniel throughout the following weeks. One day when they were
outside with the children the student asked Daniel the following questions

9. Read the following scenarios and answer the related questions.


“It must be hard supervising so many children. It’s such a big playground and there are so
many
things going on. How do the educators manage to keep the children safe?”
i. What information should Daniel explain to the student?
Daniel needs to explain that the educators use the following four principles of supervision as
highlighted in Kearns (2010, p. 127) to keep the children safe:

 Knowing – the educators need to be aware of the staff/child ratio and the
whereabouts of all the children being supervised by them along with all the activities
and equipment being used that may need particular attention

 Listening – the educators are constantly alert for any sounds that may be unusual.
Crying and even silence can indicate that something is not quite right

 Positioning self – educators need to position themselves where they can get the best
possible view of the area they are supervising at all times. Carers need to ensure that

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all special activities requiring more care are supervised and play areas need to be
actively supervised.

 Scanning – keeping an eye out and being aware of all activities taking place in the
area by regularly looking around the area ensures that children are kept safe.
Working as a team by being aware of all children in the group not only the specific
group assigned to you is imperative. Educators should also be aware of where other
adults who are supervising the area are placed.

“There’s lots of equipment to set up and pack away. Do you just put out whatever you like
wherever you like?”
ii. What information should Daniel explain to the student?
Daniel should explain that the carers at a children's service are qualified with professional
knowledge about child development and the learning theory. Along with their knowledge of
individual children in their care and the national Early Years Learning Framework (EYLF)
they are able to plan, implement and evaluate a quality curriculum and develop suitable
programs and experiences (cited in Kearns 2010, p. 50) that enhance the children's skills.
This is what determines what equipment is set up and how and things are not done on a
whim. The EYLF allows educators to make decisions and customise the curriculum
according to the unique needs of each child.

“Daniel how come the educators spend so much time getting the children to do things for
themselves, wouldn’t it be quicker and easier just to do it for them?”
iii. What information should Daniel explain to the student?
Daniel needs to inform the student that infants and toddlers need to feel competent in order
to develop confidence and self-esteem and educators are instrumental in facilitating this by
providing opportunities for them to make choices about doing things for themselves.
Educators possess time, patience and sensitivity to assist children to develop independence
and although it is easier and quicker to take over and do things for them, it will help the
child more if support and encouragement are offered while they attempt things themselves,
instead (Kearns 2010, pp. 205-206).

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“I’m amazed by all of these written policies and procedures. I know the children need to be
safe but it seems you have a policy for every single thing you do. Isn’t that just way over the
top?”
iv. What information should Daniel explain to the student?
Daniel should explain to the student that policies and procedures are usually determined by
the State/territory regulations of children's services and serve as a guide to what must be
done in relation to certain goals of the service.

“In children's services, policies also protect children, families and careers from
inappropriate, discriminatory or unfair practices by describing procedures and practices
that comply with legal requirements and reflect the philosophy and goals of the service” as
explained in Kearns (2010, p. 40).

Policies enable the organisation to be more transparent and carers have guidelines to be
more consistent decision-makers (Kearns 2010, p. 40).

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REFERENCES

Early Childhood Australia (ECA). Code of Ethics, viewed 29 October 2013,


<http://www.earlychildhoodaustralia.org.au/code_of_ethics/early_childhood_australias_code_of_et
hics.html>.

Elliot, A. n.d. Improving early childhood quality through standards, accreditation and registration.
In: Kids Count. 2007. Sydney, NSW: Sydney University Press.

Barblett, L., Hydon, C. and Kennedy, A. 2008. The code of ethics – a guide for everyday practice.
Watson, ACT: Early Childhood Australia.

Kearns, K. 2010. The big picture. 2nd ed. Frenchs Forest, N.S.W.: Pearson Australia.

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Appendices

Job Description

Sunshine Bears Child Care Centre


101 William Street, Loveable
JOB DESCRIPTION - CHILD CARE ASSISTANT EDUCATOR

POSITION: Child Care Assistant


RESONSIBLE TO: Nominated Supervisor – Sunshine Bears Child care Centre
QUALIFICATIONS: Certificate III, First Aid Certificate, Asthma and Anaphylaxis
DUTIES AND RESPONSIBILITIES:

CHILDREN:
1. To work as part of a team to generate an environment that meets the individualised
emotional, social, intellectual and physical needs of the children at the centre
2. To work as part of a team in planning children's learning experiences and assist children to
gain benefit from these
3. To maintain an attractive and safe indoor and outdoor physical environment and to report to
the Team Leader on matters relating to the children
4. To carry out duties as per daily rosters and routines.

FAMILIES:
1. To help establish and maintain good working relationships between staff and parents.
2. To maintain a professional standard and attitude
3. To encourage parents to feel they are part of the team and service and can participate in the
programme.

STAFF:
1. Effective contributions as part of the staff team.

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MANAGEMENT:
1. To attend staff meetings 2 hours per month
2. To be responsible for such other duties as the Supervisor or Team Leader may from time to
time determine.

ALL STAFF:

General Cleaning Duties:


1. To ensure that the following duties are shared at all times:
a) disinfectant solutions for nappies, spray dispensers and bottles to be changed daily,
according to prescribed amounts
b) bathroom areas kept clean and disinfected, at least twice each day
c) wash, dry and fold and put away all laundry that you may be responsible for
d) wash all tables and chairs after each lunch time
e) wash toys and equipment periodically
f) disinfect all children's mattresses weekly
g) wash all pots, paintbrushes and all glue pots after art and craft activities
h) wash all afternoon tea dishes and attend to general cleanliness of the kitchen area as
needed
i) clean and tidy storerooms, cupboards and sheds as needed

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Sunshine Bears Child Care Centre


101 William Street, Loveable
JOB DESCRIPTION - CHILD CARE ASSISTANT EDUCATOR

j. general care and maintenance of all equipment and building and report to the Supervisor as
needed
k. maintain a clean and litter free outdoor area
l. return all equipment and supplies to their designated area

MEDICAL AND EMERGENCY DUTIES:


1. To develop an awareness of accident procedures and record keeping
2. To be familiar with emergency procedures including evacuation procedures
3. To identify, manage and monitor food allergies
4. To attend to minor first aid needs of the children, if you are a holder of a current first aid
certificate
5. To ensure that all medications and poisons are kept out of reach of the children.

GENERAL CARE OF THE CHILDREN:


1. To talk to the children in a positive manner at all times
2. To participate in all the day-to-day activities and experience with the children
3. To maintain at all times adequate supervision of the children and being aware of staff/child
ratios at all time
4. To model appropriate language and behaviour for the children.
5. To role model sun protection and healthy eating to the children

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