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Name: Assessment task 1: Case study Students are to choose TWO case studies to identify issues, barriers to establishing effective partnerships, and possible strategies to strengthen relationships...

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Name:

Assessment task 1:

Case study

Students are to choose TWO case studies to identify issues, barriers to establishing effective partnerships, and possible strategies to strengthen relationships with all families using the service.

Equivalent 2,000 words

Weighting 50%

Instructions

The case studies may be obtained from your own experience, articles, or other sources.

Your decision to use or choose particular case studies will need to be based upon your ability to address the assessment requirements.

Please note at least ONE will need to address learning outcome d.

You will need to document and discuss each case study separately, ensuring you are able to discuss and comment on the following:

·Overview of each family situation, includingdiscussion on the current socio-cultural contextof the family

·Identification and discussion of anypotential issues, challenges, barriers or other considerationsthat may impact onyourability to develop positive and respectful relationships with the family

·Ideas and strategiesfor developing respectful relationships and partnerships with the family

·Discussion aboutyour own values, beliefs, and practices with families andhow they influenceyour relationships and partnerships with the case study family

**NOTE:

·At least ONE case study MUST be able to refer to the socio-historic perspectivesof Aboriginal and Torres Strait Islander culturalconsiderations.

·You will need to discuss how you will respond to the family and develop respectful partnerships.

·You will need to discuss aspects of your own cultural sensitivity, and competence with ATSIC families or communities to assist you in developing respectful partnerships

It is expected that the bulk of your documentation or discussion will be devoted to the learning outcomes assessed. The details about the case study family needs to be brief, and is OUTSIDE of the word count.

The case study details may be included before each written assessment response, or as an appendix at the end of your document.

Learning outcomes assessed:

b. Discuss the socio-cultural contexts of families and the impact for child rearing practices and participation in children’s services

c. Articulate own personal values and how they impact on the development of respectful partnerships with all families

d. Discuss the socio-historic perspectives of Aboriginal and Torres Strait Islander nations and the implications for establishing respectful partnerships


RCS201 Families and the Early Childhood Community

Assessment 1 Marking Rubric

Student Name:

Criteria

Not Satisfactory

Pass

Credit

Distinction

High Distinction

Discussion of case studies identifies the socio-cultural context of families. Ability to discuss potential areas of tension, barriers and strategies to strengthen relationships is demonstrated

/15

Learning outcome b.

Fails to discuss case studies, and identify socio-cultural context of families. Fails to discuss potential areas of tension, barriers and strategies to strengthen relationships

(0-7)

Ability to discuss and identify basic socio-cultural contexts of families.

Ability to discuss some basic potential areas of tension, barriers and strategies to strengthen relationships.

(7.5 – 8.5)

Clear explanation and identification of the socio-cultural contexts of families, with detailed and relevant links to the potential areas of tension, barriers and strategies to strengthen relationships.

(9 - 10)

Detailed identification of the socio-cultural contexts of families, with comprehensive and applicable links to how this also relates to potential areas of tension, barriers and strategies to strengthen relationships.Most arguments are supported with references.

(11)

A sophisticated and academic discussion of the case study and analysis of the many socio-cultural contexts of families, succinctly yet comprehensively linking these to potential areas of tension, barriers and strategies to strengthen relationships. Peer-reviewed academic references have been used extensively to support all arguments.

XXXXXXXXXX)

Document articulates own personal values and how they impact on the development of respectful partnerships with families

/15

Learning outcome c.

Document fails to articulate own personal values and how they impact on the development of respectful partnerships with families

(0-7)

Document demonstrates some ability to articulate basic personal values and how they impact on the development of respectful partnerships with families

XXXXXXXXXX)

Document demonstratesclear and relevant articulation of own personal values with relevant links to how they impact on the development of respectful partnerships with families

(9 - 10)

Document demonstrates detailed and well-articulated examples of own personal values, linked to practice and relationships with families. Clear and concise discussion onhow these examples impact on the development of respectful partnerships with families

(11)

A comprehensive and insightful analysis of own personal values with consistent links to practice and relationships with families.

Detailed and analytical discussion on how these impact on the development of respectful partnerships with families.Peer-reviewed academic sources have been extensively referred to throughout discussion.

XXXXXXXXXX)


Case Study 2: Monte

Monte is 2.5 years old and has been attending the centre for 2 days per week for the last 3 months. In the beginning I couldn’t believe how over protective Monte’s family was. He had to have his shirt on all the time. He couldn’t play with water. His mom was terrified of him being wet. She wanted him in to wear his jacket outside even when it was twenty five degrees. After I got to know Monte’s mother a little more, she told me that she had been to the emergency room with Monte when he was a baby with pneumonia and that she was worried that he would get sick again. She believed that keeping him warm and dry at all times was the best thing we could do to keep him healthy. In my family, children get wet and dirty all the time. We love to take walks in the rain, splashing in the puddles. I wanted to reassure her that playing with water was a wonderful sensory experience for Monte and it would not make him sick. But in talking with Monte’s mom, I could see that she had a different belief and her concerns were real and genuine.



Case Study 5: Coorah and Vincent

Coorah (4 years 3 months) is Aboriginal. She lives in the suburbs and attends child care with her younger brother Vincent (2 years 1 month) three days per week. Coorah and Vincent also have an older sister who attends the local primary school. Coorah and Vincent’s father is a teacher and their mother is a nurse. Coorah and Vincent’s family are proud of their Aboriginal heritage and participate in many significant cultural events. The family have an extensive network of friends, both Aboriginal and non- Aboriginal. They have a very large extended family and they regularly travel long distances to visit the family. At these times the family gets together and catches up on family news. Coorah enjoys sharing stories and has a vivid imagination which she uses to create elaborate dramatic play episodes with her peers.

Case Study 5: Coorah and Vincent

Coorah (4 years 3 months) is Aboriginal. She lives in the suburbs and attends child care with her younger brother Vincent (2 years 1 month) three days per week. Coorah and Vincent also have an older sister who attends the local primary school. Coorah and Vincent’s father is a teacher and their mother is a nurse. Coorah and Vincent’s family are proud of their Aboriginal heritage and participate in many significant cultural events. The family have an extensive network of friends, both Aboriginal and non- Aboriginal. They have a very large extended family and they regularly travel long distances to visit the family. At these times the family gets together and catches up on family news. Coorah enjoys sharing stories and has a vivid imagination which she uses to create elaborate dramatic play episodes with her peers.

Case Study 5: Coorah and Vincent

Coorah (4 years 3 months) is Aboriginal. She lives in the suburbs and attends child care with her younger brother Vincent (2 years 1 month) three days per week. Coorah and Vincent also have an older sister who attends the local primary school. Coorah and Vincent’s father is a teacher and their mother is a nurse. Coorah and Vincent’s family are proud of their Aboriginal heritage and participate in many significant cultural events. The family have an extensive network of friends, both Aboriginal and non- Aboriginal. They have a very large extended family and they regularly travel long distances to visit the family. At these times the family gets together and catches up on family news. Coorah enjoys sharing stories and has a vivid imagination which she uses to create elaborate dramatic play episodes with her peers.

Case Study 5: Coorah and Vincent

Coorah (4 years 3 months) is Aboriginal. She lives in the suburbs and attends child care with her younger brother Vincent (2 years 1 month) three days per week. Coorah and Vincent also have an older sister who attends the local primary school. Coorah and Vincent’s father is a teacher and their mother is a nurse. Coorah and Vincent’s family are proud of their Aboriginal heritage and participate in many significant cultural events. The family have an extensive network of friends, both Aboriginal and non- Aboriginal. They have a very large extended family and they regularly travel long distances to visit the family. At these times the family gets together and catches up on family news. Coorah enjoys sharing stories and has a vivid imagination which she uses to create elaborate dramatic play episodes with her peers.

Case Study 5: Coorah and Vincent

Coorah (4 years 3 months) is Aboriginal. She lives in the suburbs and attends child care with her younger brother Vincent (2 years 1 month) three days per week. Coorah and Vincent also have an older sister who attends the local primary school. Coorah and Vincent’s father is a teacher and their mother is a nurse. Coorah and Vincent’s family are proud of their Aboriginal heritage and participate in many significant cultural events. The family have an extensive network of friends, both Aboriginal and non- Aboriginal. They have a very large extended family and they regularly travel long distances to visit the family. At these times the family gets together and catches up on family news. Coorah enjoys sharing stories and has a vivid imagination which she uses to create elaborate dramatic play episodes with her peers.

Answered 12 days After Dec 26, 2021

Solution

Shaniya answered on Dec 30 2021
102 Votes
Families and Early Childhood Community – Assignment
First Case Study – Over Protecting Parents – Monte & Her Mom
Background
Monte is 2.5 years old and has been attending the center for 2 days per week for the last 3 months. In the beginning, I could not believe how over protective Monte’s family was. He had to have his shirt on
all the time. He could not play with water. His mom was te
ified of him being wet. She wanted him in to wear his jacket outside even when it was twenty-five degrees. After I got to know Monte’s mother a little more, she told me that she had been to the emergency room with Monte when he was a baby with pneumonia and she was wo
ied that he would get sick again. She believed that keeping him warm and dry at all the times was the best thing we could do to keep him healthy. In my family, children get wet and dirty all the time. We love to take walks in the rain, splashing in the puddles. I wanted to reassure her that playing with water a wonderful sensory experience for Monte and it would not make him sick. But in talking with Monte’e mom, I could see that she had a different belief and her concerns were real and genuine.
Introduction
We think an important factor in children's up
inging is parent’s interest and support during early childhood but when and how it converts into being overprotective from just caring no one knows. But if talk about this case in particular an in-depth analysis after talking to parents and observing child activity carefully shows us many hidden problems and how it impacts the overall growth of the child.
Em
ace the difference
Monte’s example not only tells us about a cultural difference of parenting and keeping children healthy but also demonstrates the way different responses from a parent (Sahithya, Manohari & Vijaya, 2019). The response can very well be influenced by one’s cultural knowledge and expertise.
We cannot always see the culture and this can be confusing at times, as we have always learned to look at a person and make an assumption about the culture but we should understand that culture is not the same as “ethnicity” (Chuang et al., 2018). We all are born with a particular ethnicity or we call it a genetic combination of our family members. We learn culture from people around us, what we call are family, friends, and community. Culture plays an important role and defines the code of conduct when it comes to behavior and how we perceive things that we have learned from many people around us as we grow up in the age.
Understanding Family Structure
We all have one picture of how a perfect family should look like and we ca
y this picture with us and this affects how we think and make assumptions when we meet other families. The truth is any family we meet gets compared (Knowingly or unknowingly) to our picture-perfect family. This is what happens in the case of Monte’s family where there was a clash between the thought of monte’s family version of protectiveness and the perfect version of how protective a family should be. The answer is not in a
inary version whether a family is protective or not but to
ing objectivity here and look at the monte’s family structure. During the further discussion, there were further insecurities were observed from monte’s mother. (Heintz-Martin, n.d.) and all she wants at that time is a safe environment for her son. The only way to work out and build a relationship with parent and child is to understand the family structure and instead of countering the differences, we should first em
ace it to build a working relationship.
Removing Obstacles
The child care profession has been experiencing rising expectations than ever before. It is expected to have more knowledge of complex skills than ever before, not only expectations are to provide excellent care and education to children facing multiple stressors, the expectation is also to enrich cultural and linguistically competent knowledge. This requires understanding obstacles faced by both parents and teachers both. The first step is that teachers today adopt a problem-solving nature by acknowledging
the obstacles on both sides, which includes parents and teachers’s self issues (Jung et al., 2019).
Parents and family structures can...
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