Activity 1: Why it is importance for babies to develop secure attachments with their educators? Activity 2:List two indoor and two outdoor experiences you could organize that allows children to create their own games and experience. Indoor Experience: 1. 2. Outdoor experience: 1. 2. Activity 3: list two activities( one indoor and one outdoor) you could plan that would improve the movement and physical skills of children in the following areas: a) Balance and coordination Outdoor activity for: 1. Infant ( birth-1 year): 2. Toddlers (1-3years): 3. Preschoolers (3-5 years): Indoor Activity for: b) Bending and stretching Outdoor activity for: 1. Infant ( birth-1 year): 2. Toddlers (1-3years): 3. Preschoolers (3-5 years): Indoor Activity for: 1. Infant ( birth-1 year): 2. Toddlers (1-3years): 3. Preschoolers (3-5 years): c) Ball games: Outdoor activity for: 1. Infant ( birth-1 year): 2. Toddlers (1-3years): 3. Preschoolers (3-5 years): Indoor Activity for : 1. Infant ( birth-1 year): 2. Toddlers (1-3years): 3. Preschoolers (3-5 years): d)Choose one of activities you have listed in activity 4 (a),(b),(c) and discuss how you could adjust this activity for a child who is not yet able to participate in age-appropriate activities. Activity 5: Describe how you use "scaffolding" in an outdoor experience. Activity 6: You arrive at the service to open up for the morning shift and when you enter the kitchen you notice droppings on the bench which look like they might be from a mouse. You open the pantry cupboard and see a mouse nibbling on a biscuit. The mouse then scurries away out of sight. a)The service Director is away, and you now have the responsibility for this situation. Describe the next steps in your plan of action. You will need to consider: * Regulations. * Compliance with hygiene practices. * Safety-dealing with contaminated foods. * Removal of the mouse. * Documentation of incident. Activity 7 Read the following Case Studies and answerallthe questions that follow. Case Study 1: Conversation at an early childhood service "Are you Aboriginal?" Deven, (who has dark skin and is from an Indian background) is a student undertaking hisworkplace experience at a children's service. He is approached by two preschool boys, Ryanand Ollie: Ryan: "Are you Aboriginal?" Deven: "No, I'm not. Why do you think I might be Aboriginal?" Ollie: "Because you got black skin." Deven: "Yes I have got black skin because my mum and dad are from India." Ryan: "Oh." Ollie: "Have they got black skin too?" Deven: "Yes, but my mother's skin is not as dark as my skin." Ollie: "How come?" Deven: "Well, just like people who have fair skin, our skin can be different shades. See, you and Ryan have white skin, but Ryan's is a shade darker." 1) How did Deven's responses support cultural competence? Case Study 2: Dramatic Play The Educator, Ling, can hear squabbling in the dramatic play area and goes over to investigate. Ling finds three preschool girls arguing over the dolls. Ling: "What's the problem girls?" Hannah: "They won't share. I want that doll." She points to a white baby doll. Lilly: "Well she already has a doll and now she wants our dolls." Malini: "She's got a doll. She can't have this one." Ling: "Hannah, the girls are right. I see you have a beautiful baby doll." Hannah: "No I don't wan't this one. I want a white doll." Ling: "What's wrong with your doll?" Hannah: "It's black. I don't want a black doll. Black is dirty. I want a white doll." a) How can the Educator respond in a manner that supports anti-bias and promotes respect for diversity? b) Explain how the Educator can follow up. Case Study 3: Somali Family A Somali family has just commenced at your service. This family is of Muslim faith; both parents are non-English speaking and wear traditional clothing. Their two children will attend the service for two days a week while their parents attend English classes. a)Identify one cultural aspect of your lifestyle that may be different from this family. b)What could you do to demonstrate culturally appropriate work practises when communicating with this family c) What is one positive aspect you think this family may bring to your service? d)If you heard another educator saying that this family's practice was silly, what strategiescould you use to eliminate the bias that this worker was showing? e) What is an appropriate way to greet and communicate with a person from the Somali culture? Case Study 4: Sorry Day Educator Norah is an Indigenous Australian, she's a Murri woman. She enjoys sharing herculture with the children and her colleagues. She feels proud that she has contributed to a better understanding of her people. Norah is an active member of her community and contributes to, and participates in, a range of social and cultural activities. Norah has been granted a week of special leave to assist in planning activities for Sorry Day. The centre Director is extremely concerned when he hears Educators, Jack and Kate,discussing the unfairness of Norah being granted special leave for Sorry Day. "I don't know whythey have Sorry Day anyway. It's time they moved on!" Later that day the Director calls the staff members (Jack and Kate) into his office to address the racial discrimination issue. a) Why is the Director so concerned about the comments made by Jack and Kate? b) What would be a more positive and worthwhile response to Norah attending Sorry Day activities