Section 3.1: INTRODUCTION OF THE CHILD • Lily has recently reached her 6-month age. Born in Brisbane. • Lilly has recently began her early years journey 3 days in April, one month • normally arrives 7 am departs 4 pm • remainder time is spent with her grandmother as carer while both parents work. Section 3.2: INTRODUCTION OF THE PARENT • Melanie has recently become engaged to her partner Rowan. They were aware when becoming aware of the pregnancy as Melanie was informed by specialists early that she would not be able to conceive. • Has recently returned to full time work following maternity leave father works fulltime. • Melanie’s family live close by and have been a strong supporting influence in their family life. - Australian distance, Irish background Section 3.3: INTRODUCTION OF THE EDUCATOR • Nikki has been employed at the centre for the past 3 years however gained further experience at another early learning centre 2 years • Enjoys working in the nursery age group as her 5 children have all grown and attending school • Nikki is full time and is the lead educator in nursery room • There are 6 babies enrolled each week with most days 3-4 in numbers. Nikki is the full-time Educator however early mornings before Nikkis shift begins another educator and covering lunch breaks Section 3.4: INTRODUCTION OF THE CENTRE • The centre qualified as meeting by the ACECQA • The centre however ensures that familiar staff are rostered in the nursery room • Nappy change area • Separate yard which is shared with the toddlers age group • Sleep room fitted with child’s individual cot • The main floor space is divided up to provide play space, feeding in highchair and a smaller table and chair area to develop feeding independence for children who are preparing to transition • Kitchen facilities for heating food/worming bottles Section 4: OBSERVATIONS 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 Anecdotal observation Interpretation 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. 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 Anecdotal observation Interpretation 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. 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 Anecdotal observation Interpretation 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. 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 Anecdotal observation Interpretation 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. 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 Anecdotal observation Interpretation 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. 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 Anecdotal observation Interpretation 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. Section 4.1: RELATIONSHIP BETWEEN CHILD AND PARENT Section 4.2: RELATIONSHIP BETWEEN CHILD AND NON-PARENT Section 5: SUMMARY AND LINK TO THEORY Section 6: FACTORS IMPACTING ON THE RELATIONSHIPS Section 7: PLANNING Section 7.1: 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 ….. Explanation of choice of action: Strategies to address chosen action: Strategy 1: Role of Adult in Strategy 1: Explanation of Chosen Strategy: Strategy 2: Role of Adult in Strategy 2: Explanation of Chosen Strategy: 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 …. Explanation of choice of action: Strategies to address chosen action: Strategy 1: Role of Adult in Strategy: Explanation of Chosen Strategy: Strategy 2: Role of Adult in Strategy: Explanation of Chosen Strategy: SECTION 8: REFLECTION SECTION 8.1: REFLECTION ON DISCUSSION WITH PARENTS SECTION 8.2: REFLECTION WITH DISCUSSION WITH EDUCATOR SECTION 8.3: REFLECTION RE OPPORTUNITIES TO SUPPORT PARENT/CHILD RELATIONSHIP SECTION 8.4: REFLECTION RE OPPORTUNITIES TO SUPPORT EDUCATOR/CHILD RELATIONSHIP SECTION 9: CONCLUSION SECTION 10: REFERENCE LIST