Wk 7 Work with Others
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- Workers must understand both their rights and responsibilities under relevant legislation and standards regarding discrimination, health and safety, and ethics. - Childcare workers must complete a background check and are mandatory reporters if they suspect a child is at risk of harm. - Legal obligations of a job are absolute duties defined by Acts and Regulations, with punishments for not following them. - Supervisors should meet with workers to develop a work plan outlining goals and priorities to help workers stay organized and on track.
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Small Business Owners Guide to interviewing job applicants, Analyzing a resume, Understanding body language, rules to follow, Illegal questions, questions to avoid, measuring motivation, Measuring Persuasive Ability, Measuring Attitude and Ethics, Measuring Initiative, best questions to ask.
Interview skill
The document provides tips for preparing for and conducting a job interview. It discusses interviewing from both the interviewee and interviewer perspective. It outlines the importance of researching the employer, position, and common interview questions. It also emphasizes practicing responses to typical questions like strengths, weaknesses, accomplishments, as well as behavioral and situational questions. The document advises interviewees to anticipate the unexpected, remain professional, evaluate their performance, and follow-up with a thank you letter.
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Chcece012.support the children to connnect week 3
This document discusses strategies for connecting children with nature through outdoor learning experiences. It provides examples of creating natural play spaces like sensory gardens, butterfly gardens, and vegetable gardens. The benefits of nature education are outlined, including developing respect for the environment from an early age. Sustainable practices for reducing waste and conserving water with children are also presented. A case study describes how one preschool successfully implemented various sustainability initiatives with educator and child involvement.
Week 1 support children to connect
This document provides definitions and information about sustainability from various sources. It discusses the three pillars of sustainability - environmental, social, and economic. It explains how early childhood educators need to understand and promote sustainability to children. It also discusses some key global issues related to sustainability like climate change, greenhouse gases, ecological footprints, and earth resources. It includes several activities for educators to engage children in sustainability practices.
Week 2 support children to connect
This document provides information on potential aspects for change in education and care services related to sustainability. It discusses sustainable building design, including a case study of a building project that used shipping containers to create an early childhood center. It also covers sustainable waste, water, and energy management practices. Additionally, it outlines safer cleaning practices and chemicals of concern. The document emphasizes the importance of material safety data sheets and discusses indoor air quality as well as safer personal care products. It covers the natural environment in outdoor spaces and natural play areas. Finally, it discusses edible landscapes and biodiversity.
Follow policies and procedures week 5
This document discusses the legal concept of duty of care as it applies to people working in community service organizations. It explains that those working with vulnerable people, like children and youth, have a responsibility to protect them. There is a legal duty of care that requires acting with reasonable care and caution. Reasonable care means following policies, receiving proper training, and consulting others when unsure how to handle a situation. Fulfilling one's duty of care involves considering legal obligations and responsibilities to determine the best course of action.
Wk 4 Follow policies...Our policies and procedures final
The document outlines policies and procedures for the Lillypilly Children's Centre for the weeks of August 1-15, 2013. It includes the centre's philosophy of providing a safe, caring and fun educational environment. It also includes policies and procedures for child safety and evacuations, staff teamwork, and administering medication to children with the goal of ensuring children's health and safety.
Follow policies and procedures wk 3
This document provides information about policies, procedures, and programs that should be followed in an organization. It defines these terms and explains that most community service organizations have written guidelines covering various areas like clients, staff, management, and health and safety. These are developed based on legal obligations and ethical considerations. The document emphasizes that policies should be written, kept in a manual, and available to all for clear understanding and adherence. They help provide standards, inform people of expectations, and protect rights of clients and staff.
Particpate in whs processes wk 5
This document discusses hazards, risks, and risk assessment in the workplace. It defines hazards as anything that has the potential to harm health or safety, and risk as the probability and consequence of injury from exposure to a hazard. Five broad categories of hazards are outlined: physical, chemical, biological, mechanical/electrical, and psychological. The document emphasizes the importance of identifying hazards, assessing risks, and controlling risks through proper planning, signage, training, and management plans. It provides examples of assessing risks like wet floor signs and checklists for changing nappies. Workers are responsible for reporting hazards through the appropriate channels defined by their organizations.
Particpate in whs processes wk 4
This document discusses hazards and risks in the workplace. It defines hazards as anything that can harm health or safety, and risk as the probability and consequence of injury from exposure to a hazard. Five broad categories of hazards are identified: physical, chemical, biological, mechanical/electrical, and psychological. Specific workplace hazards are discussed for each category, including improper computer setup, poor lighting or ventilation, unsafe chemical storage, electrical hazards, and workplace stress. The importance of planning work safely and identifying hazards beforehand is emphasized.
Particpate in whs processes wk 3
This document discusses participating in work health and safety processes. It covers supporting others in working safely, contributing to WHS participative processes, contributing to hazard identification and risk assessments, and participating in emergency control. It defines hazards as anything that could potentially harm health or safety. Risk is defined as the probability and consequence of injury, illness, or damage from exposure to a hazard. The document provides examples of physical, chemical, biological, mechanical, electrical, and psychological hazards and stresses the importance of hazard identification and risk assessment.
Particpate in whs processes wk 2 slides 1 6
This document discusses participating in work health and safety processes. It covers supporting others in working safely, contributing to WHS participative processes, contributing to hazard identification and risk assessment activities, and participating in emergency control situations. It also discusses checking a playground using an outdoor checklist to promote safety awareness and ensure the playground is safe before children use the equipment. The document provides information about new WHS laws that replaced OHS laws in NSW in 2012 and requires all industries to comply with WHS legislation and regulations.
Work effectively week 5 and 6
This document discusses establishing positive relationships with families in early childhood education. It emphasizes the importance of creating welcoming environments through effective communication and consideration of physical and social aspects. Some keys to communicating well with families are showing interest, being positive, warm, friendly, empathetic, sharing decisions, and celebrating partnerships. Early childhood professionals should develop mutual respect and understanding with families through open communication and shared decision-making. Partnerships are built on trust and recognizing the perspectives of all parties.
Work effectively chcrf301 e wk 4
This document discusses effective communication with families in childcare settings. It defines what is meant by "families" and lists different types of families in today's society. The document also discusses establishing positive relationships with family members and considering standards, policies and procedures. Barriers to effective communication are outlined, including a busy environment, behaviors like criticizing and diverting, and changing the subject. The importance of messages between caregivers and families being congruent both verbally and non-verbally is emphasized for achieving effective communication.
Work effectively chcrf301 e wk 3
This document discusses the importance of developing positive relationships with families when working in childcare services. It notes that parents are the primary carers for children and should be respected and involved in decisions regarding their care. Developing partnerships and open communication with families benefits both the children and families. Various legal and ethical standards like the National Quality Framework and Early Childhood Australia's Code of Ethics provide guidance on working with families and emphasize listening to families, developing trust, respecting their decisions and culture, and maintaining confidentiality.
Work effectively intro week 2
The family has the strongest influence on a child's learning and development, so professionals must consider the family's perspective and experiences with the child. Partnership with parents is crucial to serve the child's interests. The most significant contribution professionals can make is to boost parents' understanding of their child, increase parental confidence, and ensure parents know they are most important to the child. While some parenting duties cannot be delegated, using children's services can be like sharing parenting responsibilities to support the child's development.
Commnunicate wk 3
This document discusses communication in the workplace. It defines communication and explains why it is important. It distinguishes between verbal and non-verbal communication, listing various forms of non-verbal communication like facial expressions, gestures, and posture. The document notes that communication skills are crucial in community services. It also describes different activities to demonstrate how non-verbal communication impacts conversations even when the words are the same.
Communicate week 5
The document provides information on communication and effective listening. It discusses communication as a complex process that can lead to miscommunication if messages are not conveyed clearly. It emphasizes the importance of sending congruent messages where the verbal and non-verbal cues match. Barriers to effective communication are outlined such as criticizing, praising, and diverting. Steps for skillful listening are presented, including maintaining eye contact, keeping an open mind, and avoiding interrupting. Potential barriers to listening like past experiences, emotions, and biases are also noted.
Communicate Wk 4
The document discusses models of communication including the communicator (sender), message, channels (senses), and feedback (receiver's reaction). It also discusses noise (distortions) that can impact understanding. The rest of the document focuses on the importance of communicating in a culturally appropriate way by being aware of differences in non-verbal cues, personal space, eye contact, use of silence, interpretation of issues, and responses to emotions across cultures. It emphasizes being open, unbiased, continuously learning about cultures, and checking preferences with individuals.
Work with others section 1 wk 5 session 5
This document discusses working conditions and regulations in Australia. It covers industry codes, national laws, quality standards, and how to assess workplaces. It also discusses awards which outline pay and conditions for workers in certain industries. Awards are negotiated between unions, employers and Fair Work Australia. The document instructs students to look up the relevant awards for the children's services industry on the Fair Work Ombudsman website, including the Children's Services Award 2010. It provides activities for students to research employment agreements and national employment standards on the Fair Work Ombudsman site and discuss what they find. The final activity has students role play scenarios related to awards, unions and industrial relations in small groups.
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This document discusses roles and responsibilities in early childhood education workplaces. It covers providing new employees with a code of conduct, duty statement, policies and procedures. It emphasizes the importance of ethical conduct and respecting children, families, and colleagues. The responsibilities of a children's services worker can vary depending on the size and type of service. A job description should outline the job title, reporting structure, hours, and duties of a position. Legislation discussed includes the National Quality Framework, National Law, National Quality Standards, and Early Years Learning Framework.
Prepare for work week 5 1 33
This document provides information about working in the community sector, including target groups, models of service delivery, and stakeholders. It discusses several target groups that community services often work with such as children, older people, people with disabilities, and culturally diverse communities. It then describes different models of service including prevention and crisis intervention programs, direct services, center-based services, case management, outreach, advocacy, community development, and peak bodies. Finally, it discusses stakeholders in community services, providing the example of children, families, staff, funding bodies, and the community as stakeholders in a preschool service.
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Wk 7 Work with Others
- 2. Week 6 Recap 20/8/2013 Legislation and standards • Within the workplace your employer has a responsibility to uphold your rights and let you know what your responsibilities are under any legislation and standards. Such legislation may include anti-discrimination laws and policy, Work Health and Safety regulations and ethical standards appropriate to the type of service.
- 3. Mandatory reporter • Means reporting if you suspect a child is at risk of significant harm. • As a child care worker you are also required to complete a Working with Children Check or police check to ensure you haven’t been convicted of any type of crime involving children or young people Mandatory reporterMandatory reporter
- 4. Legal obligations are: • Contained within Acts and Regulations and are absolute duties • Are punishable by law if not followed • We need to be very clear about our legal obligations as workers in the community services and adhere to them at all times
- 5. Planning workload with your supervisor • Once workers have an understanding of their rights, roles and responsibilities they are in a better position to start developing a work plan with their supervisor. • This involves meeting with your supervisor and discussing what has to be done and in what order.
- 6. Week 7 27/8/2013 and Week 8 3/9/2013 Being organised •USE PART OF WEEK 7 TO COMPLETE ASSESSMENT TASK 1A IN CLASS
- 7. Week 7 27/8/2013 and Week 8 3/9/2013 Being organised • Work plans ensure that you have goals to work towards, helping to keep you on track • Being organised daily includes • Being punctual • Being reliable • Keeping work space tidy • Keeping communal areas tidy • Completing documentation as required • Following organisation policies and procedures. • Complete Activity 1 (1.5)
- 8. Being organised • What are the things that you would do differently from Mr Bean in relation to getting to work on time and being organised? • In what way is Mr Bean organised?
- 9. Asking for assistance and direction • Your supervisor should be available to give you assistance and direction when you feel unsure about what to do. • It is your role to read through your job description and other relevant information that you are given on commencement of employment and discuss and clarify with your supervisor the information you have been given
- 10. Asking for assistance and direction • Q. When to ask? • A. During a quiet period, or at an arranged time – suitable to both of you.
- 11. Asking for assistance and direction POINTS TO ASSIST YOU. • If you have completed a task several times, and have asked for assistance each time – • 1) write down the steps taken so you remember them. AND/OR, • 2) simply try and do it yourself without assistance. Then, • 3) ask your supervisor to check your work when it has been completed.
- 12. Asking for assistance and direction • Q. How much is too much? • A. It is great that you are keen to do your job well, however by constantly asking for assistance and feedback, you could become more of a hindrance than a help. Therefore reading co-workers cues and non-verbal communication will assist you to become aware of this happening.
- 13. Asking for assistance and direction Activity 2 • Working in pairs – divide your butcher paper into 3 columns. Being as concise as you can... • Column 1 - write down all the experiences you have had in relation to asking for assistance and direction at a workplace. • Column 2 – tick if the experience was positive and why • Column 3 – cross if the experience was negative and why.
- 14. Asking for assistance and direction Reflection • What did you learn from these experiences? • What had more impact – a negative or a positive experience? • Have you used these experiences to develop your work skills further?