Questionnaire and Adult Attachment †Free Samples to Students

Question: Discuss about the Questionnaire and Adult Attachment. Answer: Introduction The current assignment focuses on the aspect of the care of babies and toddlers belonging to different age groups. This requires both professional and practical experiences of the support carers. The care and management of a budding toddler is different in aspects from that of a new born and requires high degree of technical experiences. Therefore, catering to the care requirements of the babies and toddlers a number of safety measure needs to be addressed pertaining to infection prevention and controlling the rate of infant deaths. For the purpose of achieving success in the aforementioned process a safe and secure relationship needs to be developed with the toddlers. This further helps in supporting learning and development in the children of different age groups. The policies of childhood and care have been developed with respect to National quality framework for early childhood education and care. The implementation of safe hygiene practices helps in optimum growth and development of the babies and toddlers. However, as commented by Enserink (2013), the safety and hygiene requirements vary with different age groups. In this respect, three different age groups were considered by the early childhood educator such as children below 24 month age, toddlers belonging to the age group of 2 and 3. The hygiene methods and practices differed greatly across the different age groups and calls for greater degree of professional expertise in relevant domains. In order to look after the care requirements of the infants a number of precautionary steps or measurements can be implemented. Here, the babies should be provided with positive nappy changing or toileting experiences. The support carer of the child should look for cues of discomfort in the child and use those cues to develop a suitable care plan for the child (acecqa , 2017). The rest and sleep requirements of the child are crucial fo r their growth and development. As commented by Velleman et al.(2014), the child educator must discuss the rest needs of the babies with their respective family members. Moreover, some of the safety concerns which needs to be taken care of in looking after an infant are reducing the exposure of the baby to tobacco smoke. Additionally, the babies need to be put in the same sleeping room as that of the parents for the first 6-12 months. Thus, promoting positive nappy changing and play areas to the children could help in relieving the stress in the children. The support carer also needs to assure that the toddlers in the age group of 12 months to 3 years of age should develop positive sensory and motor skills which help in the recognition and identification of objects. As commented by Bhutta et al.(2013), the children in the age group p of 12-3 are in the Piagets stage of development. Additionally, the child educator should take enough care that the harmful or sharp objects are not kept within the proximity of the children. Developing secure relationship with the babies and toddlers The child educators play a crucial role in the development of a positive sense of belongingness within the child. As mentioned by Thompson (2014), frequent warm and affectionate interaction with the child can inculcate a feeling of trust and positivity within the child. These feeling s further govern the responsiveness of the child to the world in general. As argued by Goldberg (2014), childhood trauma and experiences of the past often affect the growth and development in the child. The families of the child should be instructed by the support carer to provide the child with their comfort objects or objects of interest such as their favourite toys (acecqa , 2017). Moreover, frequent one to one interaction between the child and the care givers also result in the development of a positive behaviour in the child. In this respect, the toddlers belonging to the Piagets stage of development often depict exploratory behaviour which needs to be encouraged at each and every point (acecqa , 20 17). This forms the foundation for the learning and development of the children. The first two year of life is critical for language and social development which forms the basis of the interaction of the child with the social world. As commented by Haager and Aceves (2017), the educators can contribute to a great extent in language development t in the child by repetition of words, sound and gestures. As mentioned by Owen (2014), using short simple sentences further helps in the development of phonetics and sentence construction in the child. The narration of short stories and rhymes to the children can further develop imagination and learning powers in the child. Additionally, consistency with home practices and respectful and positive interaction can enhance the physical and social developments in the children. Conclusion The current assignment focuses on the concept of developing proper care and management policies for the care of the infants. In this respect, the support carer looking after the care requirements of the babies need to be well trained. The sae could be assured with high degrees of professional training where the care and support professional are well informed about the relevant methods and approaches. One of the crucial parameters for looking after the health and overall development of growing infants is to develop a secure relation with the children. This helps in developing a bond of trust within the child assuring the child grows up within a positive and healthy environment. However, a number of limitations are faced by the support carers in looking after the toddler or the babies. Some of these include lack of sufficient participation from the parents of the infants, hiding or lack of sufficient amount of information by the parents. Therefore, the support carers also need to develop a bond of trust with the parents which facilitate free and easy exchange of information. References Acecqa (2017), acecqa, Availabet at : https://www.acecqa.gov.au/national-quality-framework/educator-to-child-ratios [Accessed on 5 Oct. 2017] Bhutta, Z.A., Das, J.K., Rizvi, A., Gaffey, M.F., Walker, N., Horton, S., Webb, P., Lartey, A., Black, R.E., Group, T.L.N.I.R. and Maternal and Child Nutrition Study Group, (2013). Evidence-based interventions for improvement of maternal and child nutrition: what can be done and at what cost?.The lancet,382(9890), pp.452-477. Enserink, R., Ypma, R., Donker, G.A., Smit, H.A. and van Pelt, W., (2013). Infectious disease burden related to child day care in the Netherlands.The Pediatric infectious disease journal,32(8), pp.e334-e340. Goldberg, S., (2014).Attachment and development. Routledge. Haager, D. and Aceves, T.C., (2017). Supporting Language and Literacy Development for Additional Language Learners with Disabilities.The Wiley Handbook of Diversity in Special Education, pp.183-205. Murphy, A., Steele, M., Dube, S.R., Bate, J., Bonuck, K., Meissner, P., Goldman, H. and Steele, H., (2014). Adverse childhood experiences (ACEs) questionnaire and adult attachment interview (AAI): Implications for parent child relationships.Child Abuse Neglect,38(2), pp.224-233. Owen, S., (2014). Teacher professional learning communities: Going beyond contrived collegiality toward challenging debate and collegial learning and professional growth.Australian Journal of Adult Learning,54(2), p.54. Thompson, R.A., (2014). Stress and child development.The Future of Children,24(1), pp.41-59. Velleman, Y., Mason, E., Graham, W., Benova, L., Chopra, M., Campbell, O.M., Gordon, B., Wijesekera, S., Hounton, S., Mills, J.E. and Curtis, V., (2014). From joint thinking to joint action: a call to action on improving water, sanitation, and hygiene for maternal and newborn health.PLoS medicine,11(12), p.e1001771.