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CHCECE033_LG © Australian College of Teacher Aides and Childcare 202022 1. 2. 3. 4. 5. 6. 7. © Australian College of Teacher Aides and Childcare 2020© Australian College of Teacher Aides and Childcare...

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© Australian College of Teacher Aides and Childcare 202022
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https:
www.acecqa.gov.au/sites/default/files/acecqa/files/QualityInformationSheets/QualityArea5/QualityArea5OrangeRelationshipsWithChildren.pdf
https:
www.acecqa.gov.au/sites/default/files/acecqa/files/QualityInformationSheets/QualityArea5/QualityArea5OrangeRelationshipsWithChildren.pdf
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https:
www.ohchr.org/en/professionalinterest/pages/crc.aspx
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https:
www.acecqa.gov.au/qualification-requirements
http:
www.acecqa.gov.au/national-quality-framework
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https:
www.acecqa.gov.au/nqf/national-quality-standard/quality-area-5-relationships-with-children
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https:
legislation.nsw.gov.au/view/html/inforce/cu
ent/sl XXXXXXXXXX
http:
www.acecqa.gov.au/national-quality-framework/the-national-quality-standard
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https:
www.acecqa.gov.au/sites/default/files/2018-02
elonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
https:
www.acecqa.gov.au/sites/default/files/2018-02
elonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
https:
www.acecqa.gov.au/sites/default/files/2018-02
elonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
https:
www.acecqa.gov.au/sites/default/files/2018-02
elonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
http:
www.acecqa.gov.au/approved-early-learning-frameworks
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https:
ainfoundation.org.au/disorders/attention-deficit-hyperactivity-disorder-adhd
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https:
www.rch.org.au/kidsinfo/fact_sheets/Autism_spectrum_disorde
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https:
www.speld.org.au/auditory-processing-disorde
https:
occupationaltherapy.com.au/dyspraxia
https:
www.healthdirect.gov.au/apraxia-of-speech
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https:
www.speld.org.au/dyscalculia
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https:
www.betterhealth.vic.gov.au/health/conditionsandtreatments/oppositional-defiant-disorder-odd
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https:
www.healthdirect.gov.au/kids-mental-health
https:
eyou.edu.au
esources/mental-health-continuum
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https:
www.vic.gov.au/dpc-diversity-and-inclusion-strategy XXXXXXXXXX/what-do-we-mean-diversity-and-inclusion
https:
www.vic.gov.au/dpc-diversity-and-inclusion-strategy XXXXXXXXXX/what-do-we-mean-diversity-and-inclusion
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Answered 25 days After Jun 30, 2022

Solution

Shubham answered on Jul 07 2022
87 Votes
Question 3 B 
Question
How can educators collaborate with families to support their choices and decision making?
Answe
Educators can collaborate with families there is a need to develop relationships with them. This can be done by valuing each other’s perspectives and by sharing insights about the child. This helps in decision making about the child collectively. By developing trust within each other in what is being discussed and communicating respectfully and freely. To support this parents can be invited in the events and collaborating with them so that quality outcomes can be planned for children.
Question 5 A 
Question
Discuss how
ain development is linked to emotional development in children. Include how positive experiences in the early years affect
ain development.
Answe
It is said that 80-90% of the
ain develops by the age of six. Emotions are helpful in triggering reactions to situations. Brain development helps the child to express themselves and their emotions and regulate them with their experiences. In the early years of childhood, children learn to identify their emotions and regulate them.
In the early childhood child began to learn many things from his su
oundings, form his parents and family. They are dependent on their caregivers and parents for learning new skills. Therefore it is important to spend time with them through playing, speaking and caring for them. The
ain development kicks up with the activities involving sight, talk, touch and sounds. this learning helps to interact with su
oundings and stimulate learning. During the initial years
ain behave flexibly and considered to be important for growth and development. Children are need to be kept away for toxic stress , any kind of adversity which may impact their
ain. Though positive experiences involving supportive, productive and responsive relationships they learn how to handle their physical and mental health.
Question 5 C 
Question
Describe what pro-social skills are and how children develop them.
Answe
Pro-social skills are behavioural patterns, which are adopted to help and give benefit to others. It is essential if children adopt them right form early childhood as it help them to be emotionally and socially competent. Pro-social skills can be developed in children by setting the classroom rule and following them while being an educator. By ensuring moral development alike sharing and helping others. While introducing sharing behaviour in children it has to be planned in such a manner that instead of reward maximization it leads to acceptance towards social norms. For instance children should be asked to share their favourite their toys with their peers. It impacts their growth positively. Helping behaviour can be observed in children right from the age of 14 months. They learn how to share and help by observing others. Creating incidence in the care through child can observe and develop the pro-social skills can be supported. It can also be fostered by connecting them with nature and recognising the child who...
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