Referring To The ECA Code Of Ethics

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Q1-Accessing your copy of the ECA code of ethics, record 10 points relating to an educators role in relation to families:
In relation to families, I will:
1. Listen to and learn from families, in order to acknowledge and build upon their
strengths and competencies, and support them in their role of nurturing children.
2. Assist each family to develop a sense of belonging and inclusion.
3. Develop positive relationships based on mutual trust and open communication.
4. Develop partnerships with families and engage in shared decision making where
appropriate.
5. Acknowledge the rights of families to make decisions about their children.
6. Respect the uniqueness of each family and strive to learn about their culture,
structure, lifestyle, customs, language, beliefs and kinship systems.
7. Develop shared planning, monitoring and assessment practices for children’s
learning and communicate this in ways that families understand.
8. Acknowledge that each family is affected by the community contexts in which they
engage.
9. Be sensitive to the vulnerabilities of children and families and respond in ways that
empower and maintain the dignity of all children and families.
10. Maintain confidentiality and respect the right of the family to privacy.
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Q2-Accessing your copy of the United Nations Convention on the rights of the child, list 5 articles rel ating to Government responsibilities relating to children's rights:
1-Article 6
Survival and development
Children have the right to live. Governments should ensure that children survive and develop healthily.
2- Article 7
Registration, name, nationality, care

All children have the right to a legally registered name, officially recognised by the government. Children have the right to a nationality (to belong to a country). Children also have the right to know and, as far as possible, to be cared for by their parents.
3- Article 8
Preservation of identity
Children have the right to an identity - an official record of who they are. Governments should respect children's right to a name, a nationality and family ties.
4- Article 9
Separation from parents
Children have the right to live with their parent(s), unless it is bad for them. Children whose parents do not live together have the right to stay in contact with both parents, unless this might hurt the child.
5- Article 13
Freedom of expression
Children have the right to get and share information, as long as the information is not damaging to them or others. In exercising the right to freedom of expression, children have the responsibility to also respect the rights, freedoms and reputations of others. The freedom of expression includes the right to share information in any way they choose, including by talking, drawing or writing
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Q3-what is duty of care in relation to your role as an educator?
Everyone, regardless of role, has a duty of care towards every other person in their environment and to themselves.Duty of care is taking responsibility for yourself and others where they are relying on you.Duty of care then simply means being in a position where someone else is likely to be affected by what you do, or do not do, where, if you are not careful, it can reasonably be predicted that the other person might suffer some harm.
This might happen through:
A worker doing something that they should not have done; or
Failing to do something that they should have done.
This does not mean that every action necessarily constitutes a breach of duty of care. It depends on whether or not the action was reasonable in the circumstances.
Duty of care includes:
An understanding of the role of the volunteer and working within the parameters of that role.
Being aware of possible risks to yourself and your clients.
Understanding and being able to implement appropriate emergency procedures.
Reporting all matters of concern no matter how small to your supervisor or relevant staff member.
Attending mandatory training sessions on an annual basis.
Following policies and procedures as set out by your organization.
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Q4--Describe the following terms
Risk Assessment
Risk assessment is the process where you: Identify hazards. Analyze or evaluate the risk associated with that hazard. Determine appropriate ways to eliminate or control the hazard.

Risk factor
A risk factor is any attribute, characteristic or exposure of an individual that increases the likelihood of developing a disease or injury. Some examples of the more important risk factors are underweight, unsafe sex, high blood pressure, tobacco and alcohol consumption, and unsafe water, sanitation and hygiene

cumulative harm
Cumulative harm refers to the effects of multiple adverse or harmful circumstances and events in a child's life. The unremitting daily impact of these experiences on the child can be profound and exponential, and diminish a child's sense of safety, stability and wellbeing.

safety assessment
A safety assessment is an assessment or series of assessments that identifies all hazards having the potential to cause a major accident event. It is a detailed and systematic assessment of the risk associated with each of those hazards, including the likelihood and consequences of each potential major accident event.
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Q5-How could we support a family when risk factors are identified?
A risk factor is usually defined as a factor that increases the likelihood of a future negative outcome
for a child. A protective factor is a variable that decreases such a probability (Durlak, 1998).
Protective factors are those variables that buffer against the effects of risk factors. Risk and protective
factors can be broadly grouped into four domains– child, family, school and community factors.
Family Risk Factors
• Social isolation
• Family disorganization, dissolution, and violence, including intimate partner violence
• Parenting stress, poor parent-child relationships, and negative interactions
Family Protective Factors
Supportive family environment and social networks
Several other potential protective factors have been identified. Research is ongoing to determine whether the following factors do indeed buffer children from maltreatment.
Nurturing parenting skills
Stable family relationships
Household rules and child monitoring
Parental employment
Adequate housing
Access to health care and social services
Caring adults outside the family who can serve as role models or mentors
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Q6-List 5 strategies for communicating with people that English is a second language?
1- Slow down your speech
2- Enunciate clearly and use voice intonation
3- Use body language
4. Be culturally aware
5. Use appropriate vocabulary
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Q7-Describe the term Culturally inclusive?

A culturally inclusive classroom is one where students and staff alike recognise, appreciate and capitalise on diversity so as to enrich the overall learning experience. Fostering a culturally inclusive learning environment encourages all individuals – regardless of age, gender, ethnicity, religious affiliation, socioeconomic status, sexual orientation or political beliefs – to develop personal contacts and effective intercultural skills.
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Q8-what are some verbal and non verbal misunderstanding we should be aware of when communicating with people of different backgrounds?
When you work with people from culturally diverse backgrounds, it is often the difference in cultural values that causes misunderstandings and possibly conflict. You may misunderstand the other person and react in ways that can hinder the development of trusting, supportive and helpful relationships.

Different verbal communication styles
Across cultures, some words and phrases are used in different ways. For example, ‘yes’ can vary from ‘maybe I’ll consider it’ to ’definitely yes’. This can affect a worker’s perception of the client’s consent to a course of action. When they say ‘yes’ or tacitly agree to a worker’s suggestion, it may not really mean that they do agree with the worker but rather that they do not want to offend the worker by disagreeing with them.

Different non-verbal communication styles
Non-verbal communication refers to facial expressions, gestures, seating arrangements, personal distance, and sense of time. For example, avoidance of eye contact is a sign of great respect in some cultures, including our Australian Indigenous cultures. Some Australians regard this as a sign of hiding something.
http://etraining.communitydoor.org.au/m ... php?id=317
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Q9-Q18-As an educator there will be times that the support required is beyond your personal/ professional capabilities. complete the following table with the most appropriate person/organisation you would seek assistance with?
1-Parents with limited English skills
Translator
2-obtaining information about particular cultural practices
???????????(please help)
3-children with additional needs i.e. behavioral issues
child Psychologists
4-conflict between parents and educator at the centre
Director of the centre
5-conflict between parents and educator outside centre business hours
?????????(please help)
6-conflict between educator and manager
Director of the child care
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Please suggest am I on the right track

[Lorina]

Your responses are good!

2-obtaining information about particular cultural practices

Inclusion Support

conflict between parents and educator outside centre business hours

I'd also say director/management committee

,
Lorina