Lily, a 6-month-old girl born in Brisbane, Australia is a single child of two working parents. Recently, Lily has begun her journey of early years since April. She attends the centre thrice a week. According to the schedule of her parents, Lily arrives at the centre at 7 am and departs at 4 pm. Her parents drops and picks her while going and returning from their work. Lily has a grandmother at home who takes care of her while she is not at the centre and both her parents are at work. As her grandmother is aged, it is difficult for her to take care of Lily completely.
Melanie and Rowan, parents of Lily recently were engaged. Both the parents had Irish background. However, the specialists informed Melanie that she would not be able to conceive due to Some Medical Complications. In spite of such medical complications, Melanie conceived and gave birth to Lily. Both Melanie and Rowan are full time workers and Melanie has resumed her work post the maternity leave. According to the Australian distance, Melanie’s parents live close by. Melanie had a tough time related to her pregnancy as she was informed she would not be able to conceive. Therefore, Melanie had a tough pregnancy and received complete family support. This has provided strong support and influence for both Melanie and Rowan’s life.
Nikki is the lead educator of the nursery who has been employed in the nursery centre for the past 3 years. Apart from having 3 years of working experience in this nursery, Nikki has additional 2 years of working experience that she acquired while working at another early learning centre. Nikki is employed in the nursery as a full time staff and as a lead educator. Nikki has five children those are grown up and attending school. Therefore, she has ample amount of time and enjoys working in the nursery. In the nursery, around 6 babies are enrolled each week and each day has 3-4 children in the nursery. However, another educator works in the nursery and covers the lunch break before Nikki’s shift begins.
Section 3.4: Introduction Of The Centre
The nursery has been accredited as it has met all the set standards by the ACEQUA (Rothman et al., 2012). The centre has friendly and familiar employees appointed in the nursery. The entire planning and design of the nursery is suitable for the children. The main floor of the nursery is divided accordingly to provide adequate space for playing and feeding the children. The feeding area has small table and high chairs for ensuring independence for children preparing for transition. The nursery also has a nappy changing area, a sleeping room fitted with the individual cot of the children along with a separate yard that is shared by the toddlers. Moreover, the kitchen has both the facilities of heating food and warming bottles.
Observation Number: 1 Parent/child
Observation Question: What is the relationship between Emma and Christine?
Observation Context: Arrival in the Nursery room – 6.4.17 – 6:45am
People Present: Emma, Christine and Nicola the centre’s early morning nursery room educator
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Anecdotal observation |
Interpretation |
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Christine enters the nursery room carrying Emma “Kindy today say good morning to Miss Nicola” said Christine. Christine turns Emma around in her arms to face the educator. “Hello Emma” educator joins in conversation extending her hand out within Emma’s grasp. Emma smiles and takes grasp of educators finger, Christine hands Emma over for educator to hold. Christine provides educator with a brief description of Emma’s night and morning. Emma turns her head in the direction of her mothers movements watching closely. Educator carries Emma to the floor play area and places Emma in a seated position supported with a “u” shaped cushion. Nicola holds a rattle in front of Emma and shakes, Emma gains focus and raises her right arm up with an open palm grasping the object. Her left arm follows grasping the rattle and uses both arms to guide the object placing the toy in her mouth. Emma smiles moving her arms and legs in excitement, she loses grasp of the rattle in the process. Christine picks up the toy “Oh you dropped it, her you go” said Christine holding the rattle up shaking the toy within Emma’s reach. Emma reaches her right hand up and regains grasp smiling and kicking her legs. Christine gives Emma a kiss on her fore head and moves towards the door. Emma follows her mothers movements towards the door. Christine makes eye-contact smiling and said, “Bye see you soon”. Nicola sits down beside Emma and held up another toy within grasp. Emma releases grasp from the rattle and reaches out grasping a new toy. |
According to the observation, Christine is Emma’s mother, who brought her in the nursery and initiated an engagement with her carer. The educator gently takes grasp of Emma when Christine hands her over. While handing her over, Christine briefly described Emma’s night and morning for assistance when Emma was continuously noticing her. |
Observation Number: 2 Parent/child
Observation Question: What is the relationship between Emma and Christine?
Observation Context: Mid-Morning Play – 6.4.17 – 9:45am
People Present: Emma, Christine, Helen – senior educator nursery room, Cailin and Maddie –nursery children
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Anecdotal observation |
Interpretation |
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Christine enters the nursery room, “Hello my baby” said Christine. Emma turns her head towards the direction of her mothers voice, gaining eye-contact Emma smiles and makes babbling sounds moving her body excitedly. Christine picks Emma up giving her a cuddle. Holding Emma under her arms Christine sits down supporting Emma in an upright standing position. Emma straightens and bends her knees in a bopping motion. Christine smiles keeping eye-contact and begins talking to Emma who responds making babbling sounds, smiling and whole body movement. Emma straightens her legs supporting her body weight on Christine’s lap, reaches her right hand up towards Christine’s face making contact.“Youcheeky girl” said Christine. Christine places Emma on the floor and positions a “u” shaped pillow for sitting support beside Cailin. Emma watches closely as Christine holds a toy up in front of Cailin who accepts the toy. “Your turn now Emma” said Christine holding a similar toy up within Emma’s reach. Emma kicks her legs with excitement watching Christine shake the toy gently. Emma reaches out with her right hand making contact and grasping. She moves the toy towards her face and raises her left arm to grasp the object with both hands placing it in her mouth. Christine turns to educator and comments how often Emma places objects in her mouth. |
According to the scenario, Christine enters the room and picks up Emma. Christine is very kind and caring towards Emma and communicated with her in slow and gentle voice. Christine made Emma sit in a position that ensured eye contact and both can reach each other easily. Christine gently kissed Emma and engaged her in playful activity. |
Observation Number: 3 Parent/child
Observation Question: What is the relationship between Emma and Christine?
Observation Context: Home time – 6.4.17- 4:00pm
People Present: Emma, Christine, Helen – senior educator nursery room, Cailin and Maddie – nursery children
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Anecdotal observation |
Interpretation |
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Christine enters the nursery room looking towards the direction of Emma who is sitting supported by a “u” shape pillow. Emma responds to the sound of the door opening and makes eye-contact with her mother. “Hi Emma did you have a good day?” Christine asks. Emma responds making babbling sounds, smiling, kicking her legs and moving her arms with excitement. Christine pulls a cloth from Emma’s bag and playfully tosses it towards Emma. The cloth lands resting on the floor beside Emma’s feet. Emma kicks her legs with further excitement, squealing, leans her upper body forward and uses both hands to grasp the cloth. Emma returns her body to sitting position, raising both arms up and bringing the cloth up to her face. Emma turns her head from left to right in a fast yet small turning movements, clenching the cloth in her mouth. “You love your snuggles” says Christine. Emma removes the cloth from her face clutching it with both arms against her upper torso. Emma continues kicking her legs, making babbling sounds and holding onto her cloth until Christine picks her up. “Say bye bye Miss Helen” says Christine turning Emma around to face her educator. Miss Helen gains Emma’s eye-contact smiling and waving, “Bye Emma, see you tomorrow” says Miss Helen. Emma smiles as Christine closes the door. |
According to the scenario, Christine called Emma in a slow and gentle voice that attracted her attention. Playfully, Christine threw a piece of cloth at Emma resulting in excitement. Christine grabbed Emma and snuggled with her expressing her affection. Christine ensured that Emma enjoys the play with the cloth and both were participating. |
Observation Number: 1 Educator/child
Observation Question: What is the relationship between Emma and Helen?
Observation Context: Bubble play – 7.4.17 – 9.30am
People Present: Emma, Helen – senior educator nursery room, Cailin and Maddie – nursery children
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Anecdotal observation |
Interpretation |
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Miss Helen includes Emma in the group bubble experience by repositioning her from laying on her tummy to an upright sitting position propped with a u-shaped pillow for support. Educator begins blowing bubbles gently through the air. Emma has a curious look on her face watching as the bubbles appear. Helen stops blowing the bubbles and says, “Whats that?”. Emma turns her head towards Cailin and Maddie who are slowly crawling towards Helen. Miss Helen says, “Here come the bubbles”. Emma turns her head and lifts her head up high gaining eye-contact of the bubbles appearing from the wand. Emma’s body is stationary as she follows the bubbles with her eyes then slowly her head follows looking downwards as the bubbles touch the floor. The last bubble pops and Emma begins kicking her legs and waving her arms through the air with excitement. Cailin and Maddie are now nearby, Emma looks in their direction babbling and smiling waving her arms. Miss Helen says, “More bubbles”. Emma tilts her head upwards and leans her upper body forwards making eye-contact once again of the bubbles. Emma begins kicking her legs and waving her arms in excitement. When the bubbles all disappeared Emma tilts her head upwards regaining eye-contact with her educator. Miss Helen begins to smile and says, “More bubbles, get ready, here they come”. Emma squeals kicking her legs and waving her arms through the air. |
According to the scenario, Helen is Emma’s educator in the nursery who is trying to engage Emma in a bubble play along with two other children Cailin and Maddie. The facial, vocal affection and control expressed the cooperativeness of Emma with her educator Helen who has been gently trying to engage Emma in playful activity for long term. |
Observation Number: 2 Educator/child
Observation Question: What is the relationship between Emma and Helen?
Observation Context: Group floor tamborine play – 11.4.17 – 9:30am
People Present: Emma, Helen – senior educator nursery room, Cailin and Maddie – nursery children
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Anecdotal observation |
Interpretation |
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Educator clears a large floor space on the mat and positions out a four tamborines onto the floor. Cailin and Maddie crawl towards the instruments. Miss Helen repositions Emma on her tummy beside a tamborine. Emma uses her fore arms to support her upper body weight then uses her upper arms to push and hold herself further from the floor. Noticing the tamborine she reaches her right arm out, opening the palm of her hand and grasps the edge of the tamborine. Emma drags the tamborine closer towards her body, lowers her head and rests her mouth on the edge of the tamborine. Emma notices the sounds created from Cailin and Maddie exploring their tamborines. Emma lifts her head up towards the sound and uses her upper arms to push herself up from the floor. Miss Helen begins gently tapping another tamborine onto the creating further sound. Emma turns her head towards the sound and Miss Helen begins to sing “Twinkle, twinkle, little star”. Emma becomes excited kicking her legs, moving her arms, smiling and babbling. Emma’s arm bumps into the tamborine, her body becomes motionless with her eyes fixed on the tamborine in front of her. Miss Helen responds, “What was that noise?”. Emma lifts her head up gaining educators eye-contact. Miss Helen recreates the sound tapping Emma’s tamborine. Emma returns her attention back to the tamborine and begins using hers fingers to fiddle with a metal symbol. |
According to the scenario, Helen, the educator is trying to engage Emma in a tamborine play along with the other children. It can be suggested that a nurturing and loving relationship is established between Emma and Helen due to various actions. It can also be said that Emma is actively cooperating with the educator. |
Observation Number: 3 Educator/child
Observation Question: What is the relationship between Emma and Helen?
Observation Context: Bottle feeding – 21.4.17 – 10.30am
People Present: Emma, Helen – senior educator nursery room
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Anecdotal observation |
Interpretation |
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Educator prepared Emma’s bottle, holding the bottle up towards the direction of Emma, “Emma are you read for your bottle?” asked Miss Helen. Emma laying on her tummy looked up in the direction of her educator and makes eye-contact with her bottle. Emma begins kicking her legs and smiling. Educator repositions Emma over onto her back supported with a pillow under her head and upper back. As the bottle become closer Emma reaches out both arms, opening her mouth as she grasps the bottle moving it towards her mouth. Emma raised both legs up in the air as she began drinking. “Good job Emma, your such a big girl now” said Miss Helen. Emma removed the bottle from her mouth smiling. Educator continued praising Emma and guided the bottle back towards Emma’s mouth. Emma recommenced drinking with her eyes remaining fixed on her educator. Miss Helen smiled and gently stroke Emma’s forehead while assisting in holding the bottle upright. Emma began to slowly close her eyes. |
According to the observation, a respectful and nurturing relationship is established between Helen and Emma. They were continuously maintaining an eye contact and participation from both Helen and Emma is noticed. Helen was feeding Emma patiently, gently and guiding her bottle to her mouth. Emma seemed excited and slowly fell asleep. |
According to the observations, Christine and Emma had very caring and loving relationship as Christine handled Emma with great affection and care each time.
According to the observations, Helen and Emma had a very nurturing, affectionate and responsive relationship, as Helen was very careful while interacting with Emma and Emma was always responsive towards the activities conducted by the educator in the nursery.
According to the observations, Christine, the mother and Helen, the educator have a very responsive, respectful, nurturing and loving relationship with Emma, the child visiting the nursery. As mentioned by Goldberg, Muir & Kerr (2013), attachment theory, a strong physical and emotional attachment is highlighted with the carer. This plays a significant role in the personal development of the child as both long-term and short-term interpersonal relationships are facilitated. The theory emphasises on the response of the individuals toward a particular situation such as when they are hurt, sad or happy. The primary principal of the theory is to develop an effective relationship with at least one carer in the nursery that is significant for the social and personal development of the child. This also teaches the child to effectively manage and control their feelings. According to the observations, Emma formed an effective and positive relationship with her carer Helen that is required for her personal and emotional development. Helen continuously maintained eye contact with Emma showing loving gestures such as patting, tender holding, gentle voice, affectionate body contact and engaging her in playful activities. Emma also showed complete cooperativeness and happiness by continuously smiling, blabbering, kicking legs, and raising hands. Emma also actively participated in the playful activities conducted by Helen for fun.
As mentioned by McLeod (2013), Erikson’s stages of psychological development recognise stages that need to be passed by individual from infancy to adulthood for healthy development. In the case of Emma, the first two stages of development is significant as she is young. The first two stages of the theory signify trust versus mistrust and autonomy versus doubt and shame. According to the theory, each individual encounters a new challenge in life and overcomes it. According to the theory, if a child is constantly provided with the basic needs such as love, care, affection, food, cleanliness within their existing living environment the child eventually learns to trust people around. According to the given observations, Emma has developed trust over time on her mother Christine and her carer Helen. Both Helen and Christine have been affectionate towards Emma ensuring comfort for her and engaging her in activities that make her happy. Moreover, Emma has also been handled with great care and actions of affection such as patting, kissing and playing with her. This has contributed in developing trust for Emma over time. Moreover, according to one of the observations, Helen has also provided Emma with food at particular time. This has also helped in developing trust for Emma as that is what she have received from both her mother and carer.
As asserted by Onwuegbuzie, Collins & Frels (2013), Bronfenbrenner’s ecological theory highlights the concept that the surrounding environment of the children extensively affects the upbringing of the children. The behaviour the child receives from the surrounding environment influences the personal, social and psychological development of the children. According to the theory, the surrounding environments are divided into micro system, meso system, exo system and the macro system. The micro system constitute of the smaller environment surrounding the child. This can be the environment at the nursery and at home. Therefore, the interaction established from the surrounding environment decides the upbringing and overall development of the child. According to the observations, Emma has received caring and affectionate environment in the nursery from her educator Helen. In addition to, Christine has also been affectionate and nurturing with Emma. Both the factors have contributed in making Emma a happy child. Both Christine and Helen have been actively engaging Emma is interesting activities making her interactive and responsive. Helen has also been nurturing towards Emma by feeding her on time and continuously assuring her comfort.
According to Paat (2013), Bronfenbrenner’s ecological theory is divided into micro system, meso system, exo system and macro system. The surrounding environment child greatly affects the overall upbringing of the child in terms of personal, social and psychological development. However, each layers of the ecosystem is affected by certain factors that influence their impact. According to Rosa & Tudge (2013), the microsystem of the layer includes the immediate, close and small surrounding environment of the child. The microsystem of the children includes the establishment of immediate relationships the child interacts with. This includes the home or the nursery the child is attending. Therefore, the more nurturing and encouraging the surrounding environment are, the growth of the child is enhanced. However, the attitude of the children towards their surrounding environment also decides the treatment they will receive from the environment. According to the observations, Emma has received very encouraging and nurturing treatment from home and nursery. These are the closest environment of Emma that has imbibed positivity within her. Both Christine and Helen have been caring, loving and affectionate towards Emma. Both has maintained close eye and physical contact with Emma ensuring her comfort and engaging her in playful activities thereby, making her responsive and happy.
As asserted by Smit, Cowie & Blades (2015), the mesosystem of Bronfenbrenner’s ecological theory signifies the influence the differences microsystem of the child working in favour of the child. The main factors affecting the meso system are the individual components of the microsystem. For example, if the carer of the child actively takes part in her daily activities this facilitates the overall growth of the child. However, if the child receives contrasting viewpoints while growing up, the growth of the child is inhibited in distinctive channels. According to the observations, Emma has received positive and encouraging behaviours from her micro systems. Both her mother and educator has been a part of her daily activity providing support, comfort and joy. The meso system surrounding Emma is encouraging thereby, helped in establishing a positive relationship between child/parent and child/educator. Therefore, Emma has become very interactive, participating and joyful contributing towards her overall development.
As commented by Neal & Neal (2013), the exosystem of Bronfenbrenner’s ecological theory includes the environment that the children are not directly connected with while growing up. In this case, the working environments of the parents or the carer are considered. As working professionals, they might encounter various situations that are not favourable. As a result, the impact of the working environment might affect the behaviour of the parents or carer towards the child. For example, a bad day at work affects the behaviour of the parents towards their children having a bad influence. On the contrary, a good day at work facilitates positive communication and affection towards their children thereby, having a good impact. According the observations, both Helen and Christine has maintained a positive behaviour with Emma. They have restricted any stress related to work or outer environment affect their behaviour towards Emma, as she is completely unaware of their whereabouts. Helen and Christine have maintained a very affectionate, loving and nurturing relationship with Emma contributing towards the overall upbringing of her. This has eventually established a strong bond Between Emma and her parent and educator making her responsive and interactive.
Lastly, the factors influencing the macro system of Bronfenbrenner’s ecological theory are the governmental policies, cultural values, ethical values, economy and wars. The following factors extensively affect the overall growth of the child both positively and negatively. Though not directly associated with the macro system, these factors affect the overall growth of the child in terms of personal, social and psychological development. The macro system of Helen and Christine has not badly influenced their behaviour towards Emma thereby, forming a positive and healthy relationship between them.
Recommendation For Planning 1: For Educator to provide opportunities for Emma [pseudonym] to build and maintain a caring and responsive relationship with Christine [nominated parent – pseudonym]
Our Actions: For educator to provide opportunities for Emma to …..
Build trust and attachment for Emma with her mother Christine. This action is significant, as a child needs to have trust and attachment with their parents. As Emma is spending more time at the nursery, she might develop close attachment and trust with her educator rather than her mother. Therefore, the educator needs to emphasise on building trust and attachment between Emma and Christine.
Role of Adult in Strategy 1: Christine will feed Emma when she is hungry.
Explanation of Chosen Strategy: Helen chooses the above action for Christine and Emma in order to develop and build trust. If Emma is fed when hungry, she will feel comfortable and nurtured. This will develop a sense of trust between them, as Emma knows Christine is there to provide her comfort.
Role of Adult in Strategy 2: Christine will play with Emma to increase the attachment between them.
Explanation of Chosen Strategy: The above strategy is chosen to ensure attachment between Christine and Emma. Engaging Emma in playful activity will gain her attention and make her feel happy. The reason that Emma is happy with Christine will enhance the attachment between them.
Section 7.2: RECOMMENDATION FOR PLANNING 2: For educators to provide opportunities for Emma [child’s pseudonym] to build and maintain a caring and responsive relationship with Helen [nominated non-parent – pseudonym]
Our Actions: For educators to provide opportunities for Emma to ….
Help Emma learn discipline in terms of eating and learning with her educator Helen. Helen will help Emma learn the disciplines related to eating and learning, as these are the pillars of overall development of a child.
Strategy 1: Ensuring that Emma is sitting straight while she is fed
Role of Adult in Strategy: Helen will provide guidance to Emma regarding disciplines while feeding.
Explanation of Chosen Strategy: The above strategy is chosen to imbibe the discipline of eating while Emma is young. This includes making Emma sit in an upright position followed by guiding the feeding bottle in her mouth with fidgeting.
Strategy 2:
Role of Adult in Strategy: Helen will help Emma learn to sit in an upright position
Explanation of Chosen Strategy: the above strategy is chosen as Emma needs to learn how to sit down as she is growing up. Lying every time on her back or on her belly will delay her progress of learning how to sit. Therefore, Helen will make Emma sit in an upright position with the help of a U – shaped cushion for assistance.
According to the observations provided on the scenario, I would tell the parent that their child is very happy, joyous and interactive. It can be seen that Emma is always eager towards everything, be it meeting someone new or seeing something new. Such a character shows that there is positive overall growth of Emma is terms of personal, psychological and social. I would have also stated that Emma is receiving a positive environment for growing form her micro system that includes her parents that is highlighted in her behaviour. She is also showing activities in terms of moving her head, leg and hands signifying physical fitness.
On my discussion with the educator, I would state that the educator is providing a nurturing, caring and playful environment for Emma that is making her more interactive and responsive towards her surroundings. This is making her see activities around her with eagerness and taking part in it easily. Moreover, she is developing strong bond of trust and affection with her educator thereby, making her comfortable. Moreover, the educator is also helping Emma in learning and been disciplined. These are the key factors required for a child while growing. Moreover, the educator is also showing signs of affection such as patting and gentle holding towards Emma thereby, increasing the level of trust.
According to the re opportunities, I would say that Christine needs to emphasise more on building trust and affection with her daughter Emma. As Emma is spending most of her time with her educator, therefore an increase level of trust and affection is build with her rather than her mother. Therefore, activities such as playing with her daughter and feeding her when necessary will increase the level of trust and affection with her mother. This will facilitate and enhance the overall growth of Emma as she is having positive environments around her.
According to the strategies, I would suggest that it is important for an educator to teach Emma discipline and the keys to learning and Helen has been doing it efficiently. As per requirement, Helen is teaching Emma the appropriate way of sitting by providing her support with a cushion. Emma has reached the age where she needs to be taught to sit and that exactly done by Helen. Moreover, Helen is also imbibing the significance discipline while eating by guiding the bottle to Emma’s mouth accordingly. However, all Helen is teaching discipline to Emma in the most affectionate way possible and making her comfortable. This is helping Emma learn more easily.
Conclusion
According to the assignment, it can say the surrounding environment in terms of parents and educator at the nursery plays a significant role in the upbringing of a child. Moreover, the attitude of the child also determines the behaviour she receives from the external environment. A child needs to be treated in a loving and caring manner that will develop trust and affection thereby, contributing positively towards the overall growth of the child.
My strengths as a child carer are my love for children and patience. I easily connect with the children thereby, forming instant bond with them. This ensures care and comfort for them from my side making me preferable. Secondly, my strength is my increased level of patience. Handling children requires utmost level of patience in terms of changing diapers or feeding them.
Along with the strengths, I have encountered some weakness while providing childcare. They are lack of flexibility and communications skills. I encounter challenges in taking care of many children at a single time as their requirement varies accordingly. In addition to, children are very hard to communicate as they lack language proficiency. Therefore, at certain instances, it is very difficult to understand what the child wants to convey.
While handling several babies at a single time, I need to keep myself calm and composed. This is one way of addressing my weakness as keeping a calm nature will provide me an opportunity with sorting things out and execute the care plan according to the requirement of the children. Moreover, working with experienced educators in the nursery will help me in developing the communication skills.
Reference List
Goldberg, S., Muir, R., & Kerr, J. (2013). Attachment theory: Social, developmental, and clinical perspectives. Routledge.
McLeod, S. (2013). Erik Erikson. Retrieved August, 9, 2013.
Neal, J. W., & Neal, Z. P. (2013). Nested or networked? Future directions for ecological systems theory. Social Development, 22(4), 722-737.
Onwuegbuzie, A. J., Collins, K. M., & Frels, R. K. (2013). Foreword: Using Bronfenbrenner’s ecological systems theory to frame quantitative, qualitative, and mixed research. International journal of multiple research approaches, 7(1), 2-8.
Paat, Y. F. (2013). Working with immigrant children and their families: An application of Bronfenbrenner’s ecological systems theory. Journal of Human Behavior in the Social Environment, 23(8), 954-966.
Rosa, E. M., & Tudge, J. (2013). Urie Bronfenbrenner’s theory of human development: Its evolution from ecology to bioecology. Journal of Family Theory & Review, 5(4), 243-258.
Rothman, S., Kelly, D., Raban, B., Tobin, M., Cook, J., O’Malley, K., … & Bramich, M. (2012). Evaluation of the assessment and rating process under the National Quality Standard for Early Childhood Education and Care and School Age Care.
Smith, P. K., Cowie, H., & Blades, M. (2015). Understanding children’s development. John Wiley & Sons.
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