Unit 001 – Slide 15 (DS – Relationship-centred Working)

In this activity, you will explore various scenarios that will help you understand the importance of relationship-centred working in childcare.Remember, as a childcare professional, it is important to understand and address each child's unique needs and preferences to ensure their well-being.

Start SCENARIO

Dialogue Simulation Activity

Dialogue Simulation - Scenario 1 (Gethin)

Wait for Gethin to open up on their own, focussing on other children in the meantime.

You have just started working with a new child, Gethin, in your care. He appears quiet and reserved during activities. You want to ensure you understand his preferences and background to provide appropriate support. What do you do?

Ask Gethin directly about his likes and dislikes, observing his reactions during different activities.

Dialogue Simulation - Scenario 1 (Gethin)

Encourage Gethin to join larger group activities to help overcome shyness.

You ask Gethin directly about his likes and dislikes and observe their reactions during different activities. Gethin mentions they enjoy drawing and reading but feels shy in large groups. What do you do?

Arrange for Gethin to participate in smaller group activities and provide materials for drawing and reading.

Dialogue Simulation - Scenario 1 (Gethin)

Continue to wait for Gethin to open up, focussing on other tasks.

You wait for Gethin to open up on their own and focus on other children. Gethin remains quiet and seems more withdrawn. What do you do?

Try again by asking Gethin about their interests and observing their reactions during different activities.

Dialogue Simulation - Scenario 1 (Gethin)

Assume Gethin is now comfortable and stop actively seeking their preferences.

Gethin participates in smaller group activities and enjoys drawing and reading. Gethin starts to open up more and seems happier. What do you do?

Continue to provide opportunities for Gethin to express their preferences and encourage them to share more about their background.

Gethin is uncomfortable in larger groups and remains quiet. They do not engage much in activities. What do you do?

Continue encouraging Gethin to join larger group activities.

Re-evaluate the approach and arrange for Gethin to participate in smaller group activities and provide materials for drawing and reading.

Dialogue Simulation - Scenario 1 (Gethin)

Gethin becomes more withdrawn and less engaged. Their parents express concern about Gethin’s happiness. What do you do?

Suggest parents seek outside external support for Gethin's issues.

Try again to understand Gethin's preferences by talking to them and observing their reactions.

Dialogue Simulation - Scenario 1 (Gethin)

Dialogue Simulation - Scenario 1 (Gethin)

Da iawn, that's right. Gethin feels supported and starts to thrive. He shares more about his family and background, helping you provide better support within an inclusive setting.

Continue

Gethin feels ignored and becomes more withdrawn. Their parents express concern about his well-being.

Dialogue Simulation - Scenario 1 (Gethin)

Try again.

Gethin remains uncomfortable in larger group activities and does not engage much. What do you do?

Continue encouraging Gethin to join larger group activities.

Re-evaluate your approach and arrange for Gethin to participate in smaller group activities, providing him with materials for drawing and reading.

Dialogue Simulation - Scenario 1 (Gethin)

Dialogue Simulation - Scenario 1 (Gethin)

Anlwcus, that's not quite right. Gethin's parents are shocked by the lack of support given and decide to issue a formal complaint about your handling of the situation. Gethin remains withdrawn and unhappy within the setting. You did not actively seek and support Gethin's preferences and background, which has led to a negative outcome. As a childcare professional, it is crucial to understand and address each child's unique needs and preferences to ensure their well-being.

Continue

Dialogue Simulation - Scenario 2 (Anest)

Anest, a child in your care, seems reluctant to join activities. Anest and her parents have recently moved to the area, and Anest appears to be struggling to adjust to the new environment. What do you do?

Assume Anest will adjust over time and focus on other children in the meantime.

Speak with Anest's parents to learn more about her preferences, background and any recent changes in her life.

Dialogue Simulation - Scenario 2 (Anest)

You speak with Anest and her parents and learn that she enjoys quiet activities like reading and drawing and has a special interest in nature. They also mention that the recent move has been stressful for Anest. What do you do?

Stick to the existing curriculum and activities, assuming Anest will eventually participate.

Incorporate nature-themes activities and provide materials for reading and drawing. Encourage Anest to share her interests with the other children.

Dialogue Simulation - Scenario 2 (Anest)

Anest's preferences are not fully understood, and she continues to seem reluctant and uncomfortable. What do you do?

Continue observing Anest and making assumptions about her preferences.

Try again by speaking with Anest's parents to learn more about her preferences and background.

Dialogue Simulation - Scenario 2 (Anest)

Da iawn, that's right. Anest feels more comfortable and engaged in activities that include elements of her interests. She shares more about her love for nature with the other children, and her confidence grows.You successfully understood and integrated Anest's preferences and background into activities, leading to a positive outcome. Anest feels supported and engaged, significantly improving her well-being.

Continue

Dialogue Simulation - Scenario 2 (Anest)

Anest feels uncomfortable with the activities and does not engage much. She seems more isolated. What do you do?

Continue with the existing activities and hope Anest will eventually join in.

Re-evaluate the approach and incorporate nature-themed activities and provide materials for reading and drawing.

Dialogue Simulation - Scenario 2 (Anest)

Anlwcus, that's not quite right. Anest’s discomfort continues, and she remains disengaged from activities. Her parents are concerned about her well-being and feel that her preferences have not been met.You did not actively seek and support Anest's preferences and background, which has led to a negative outcome. As a childcare professional, it is crucial to understand and address each child's unique needs and preferences to ensure their well-being.

Continue

Final Feedback

In this activity, you explored the importance of relationship-centred working with children and young people.  Gethin’s story demonstrated the importance of providing support and encouraging participation within an inclusive setting.Anest’s story focused on making adjustments and adopting a child-centred approach within an inclusive, safe space. Remember, as a childcare professional, it is crucial to understand and address each child's unique needs and preferences to ensure their well-being. Click ‘Next’ to continue with the course. 

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