Part 1: Being Professional
Ch 1 ‒ Participate effectively in the work environment
Ch 2 ‒ Work within a relevant legal and ethical framework
Ch 3 ‒ Develop cultural competence
Ch 4 ‒ Work effectively with Aboriginal and/or Torres Strait
Islander people
Case Study
Part 2: Keeping safe and healthy
Ch 5 ‒ Participate in workplace health and safety
Ch 6 ‒ Ensure the health and safety of children
Ch 7 ‒ Identify and respond to children and young people at
risk
Ch 8 ‒ Provide an emergency first aid response in an education and
care setting
Case Study
Part 3: Caring and Nurturing
Ch 9 ‒ Provide care for babies and toddlers
Ch 10 ‒ Povide care for children
Ch 11 ‒ Promote and provide healthy food and drinks
CH 12 - Work collaboratively to maintain an environment safe for
children and young people
Case Study
Part 4: Extending Learning
Ch 13 ‒ Use an approved framework to guide practice
Ch 14 ‒ Support the holistic development of children in early
childhood
Ch 15 ‒ Develop positive and respectful relationships with
children
Ch 16 ‒ Use information about children to inform practice
Ch 17 ‒ Provide experiences to support childrens play and
learning
Ch 18 ‒ Support behaviour of children and young people
Case Study
Lorraine Walker is an educational consultant; a
curriculum and training resource writer, and a trainer and
assessor. She holds the qualifications of Master of Education
(Leicester University, United Kingdom); Diploma of Teaching
(Totley-Thornbridge College of Education, United Kingdom);
Certificate IV Training and Assessment TAE40110 (Aspire Education,
Melbourne); Advanced Diploma of Management (Hunter Institute of
TAFE NSW); and Graduate Certificate in E Learning
(AdelaideiGlobal.com, Adelaide Institute of TAFE).
Lorraine has worked for almost 30 years as an educator and manager
of a wide range of education and care services including long day
care, preschools and family day care, and as a teacher within both
the United Kingdom and Australian school systems (K‒Year 6), at
TAFE and at universities. Her passion for developing training
materials to assist best practice stems from her work in recent
years as a learner resource developer and adult trainer.
Lorraine has a strong commitment to supporting educators reach high
standards to enable best-quality education and care practices. She
believes that as the consultant and principal writer for this
project she has helped achieve this goal. Lorraine wrote chapters
2, 3, 4, 7 and 9-18.
Shelagh Miller is Head of the Department of Early Childhood
Education and Care at University Preparation College in Sydney. Her
extensive professional experience includes delivering early
childhood education and care seminars, on behalf of the Early
Childhood Education Council, in Vietnam, and teaching in Australia
and South Africa. Her hands-on work with African children and
education systems has given her great insight into the plight of
disadvantaged communities, and the many health and safety issues
that face children from developing countries and lower-income
families.
Shelagh is a Recognition of Prior Learning (RPL) Assessor for the
Commonwealth Department of Education, Employment and Workplace
Relations and a first aid trainer/assessor. She holds the
qualifications of Bachelor of Teaching (ECEC) (University of New
England) and Certificate IV in Training and Assessment TAE40110,
and has training in counselling, neurolinguistic programming and
advanced hypnotherapy. Having owned and directed a small family day
care centre, a large (155-place) preschool and baby nursery, and an
arts and crafts teaching school, at various stages in her career,
she has a vast amount of knowledge in the daily workings of early
childhood education.
Shelaghs basic philosophy is that we should keep learning,
including from the people around us, and assist others to achieve
their goals. Her message is that we aim to work well together, use
sensible, practical and honest language and, above all, believe in
the innocence and the infinite abilities of the children. Shelagh
wrote chapters 1, 5, 6, and 8.
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