{"id":15225,"date":"2020-11-24T09:11:15","date_gmt":"2020-11-24T09:11:15","guid":{"rendered":"http:\/\/onlineclassesguru.com\/index.php\/2020\/11\/24\/childcare-assignment\/"},"modified":"2020-11-24T09:11:15","modified_gmt":"2020-11-24T09:11:15","slug":"childcare-assignment","status":"publish","type":"post","link":"https:\/\/onlineclassesguru.com\/index.php\/2020\/11\/24\/childcare-assignment\/","title":{"rendered":"childcare Assignment"},"content":{"rendered":"<style type=\"text\/css\"><\/style><p>Formative assessments<\/p>\n<p>Activity 1.<\/p>\n<p>This activity includes two parts. Part A requires written responses. Part B requires a verbal\/ practical response. Part B is only possible if you are face-to-face with your assessor. If you are unable to complete Part B contact your assessor (via a suitable negotiated method) for an alternative assessment.<\/p>\n<p>Part A<\/p>\n<p>Describe the implications of an organisation that does not implement or conduct performance evaluations for all employees.<br \/>\nThe organisation will not be able to:<\/p>\n<p>ensure that employees are aware of the performance requirements<br \/>\nidentify any performance problems that might exist<br \/>\ndevelop appropriate interventions<br \/>\ndiscuss employee concerns, issues, intended career pathways and needs<br \/>\nprovide feedback and reinforcement to employees<br \/>\ngive employees an opportunity to provide feedback to management<br \/>\nrecognise and reward good work<br \/>\nenable workers to reflect on their own practices<br \/>\nmake sound judgements regarding the services that best suits the needs of their clients<br \/>\nHow can you evaluate your own skills and why should you do so?<br \/>\nOften you are the best judge of what you can and cannot do. Whilst working you can collect feedback from clients (internal and external customers), from colleagues and managers\/ supervisors.<\/p>\n<p>Formal performance appraisals will also contribute to self-evaluations. By reflecting on your actual performance and on the feedback you receive, you will be able to identify skills gaps. You should also be able to determine, for yourself, the best methods of addressing these gaps. By increasing your competence you will increase self-confidence and make yourself more valuable to the organisation. You will also derive satisfaction from knowing that you are doing your job well.<\/p>\n<p>How can self-awareness affect the way you conduct yourself within the community services sector?<br \/>\nSelf-awareness is being conscious of what you are good at while acknowledging what you still have yet to learn. This includes admitting when you do not have the answer and owning up to mistakes which helps to build effective relationships with supervisors\/ managers\/ colleagues. Whether you acknowledge your weaknesses or not, everyone still sees them.<\/p>\n<p>So rather than conceal them, the person who tries to hide weaknesses actually highlights them, creating the perception of a lack of integrity and self-awareness.<\/p>\n<p>On an interpersonal level, self-awareness of your strengths and weaknesses can net you the trust of others and increase your credibility, both of which will increase your work effectiveness. On an organisational level, the benefits are even greater. When you acknowledge what you have yet to learn, you are modelling that in your organisation it is okay to admit that you do not have all the answers, to make mistakes and most importantly, to ask for help. These are all characteristics of an organisation that is constantly learning and springboards to innovation and agility.<\/p>\n<p>Asking questions models a solid, transparent approach to problem-solving and decision-making that benefits everyone in an organisation. Most importantly it models that it is okay not to know everything, which encourages everyone that it is okay to be constantly learning.<\/p>\n<p>By modelling habits of good self-awareness you help to create a more self-aware organisation. An organisation that is self-aware is open to learning and better equipped to adjust quickly to changes as the marketplace dictates. This ability is the defining characteristic of a learning organisation and possibly the most compelling reason all managers at all levels should include self-awareness in their development goals.<\/p>\n<p>Part B<\/p>\n<p>Your assessor will create a checklist and give you a copy of the competencies you need to demonstrate in a simulated environment or during a scheduled workplace visit to an agreed workplace.<br \/>\nThese competencies will cover:<\/p>\n<p>demonstration knowledge of self-management<br \/>\ndemonstrated knowledge of:<br \/>\n\u2013 independent learning<br \/>\n\u2013 goal skills<br \/>\n\u2013 reflection<br \/>\n\u2013 self-awareness<br \/>\n\u2013 flexibility<br \/>\n\u2013 time management<br \/>\n\u2013 commitment<br \/>\n\u2013 goal setting<br \/>\n\u2013 planning and monitoring<br \/>\n\u2013 self-appraisal<br \/>\ndemonstrated knowledge of social awareness<br \/>\ndemonstrated knowledge of relationship management<br \/>\nTrainer\/ assessor will need to develop a checklist for this activity. If it is not possible for the learner to undertake the practical assessment, trainer\/ assessor might need to customise assessments to suit unit requirements. \u2028Answers\/ observations should demonstrate knowledge of: \u2028Self-management is the ability to manage your personal reactions to responsibilities and challenges in work and life. This involves managing your time and adapting to changing situations. It requires you to reflect on your experiences and their effect on your physical and mental state. Self-management requires the background skills of reflection, self-awareness, planning and monitoring, time management, flexibility and self-appraisal. \u2028Includes:<br \/>\nindependentlearning<br \/>\ngoal skills<br \/>\nreflection<br \/>\nself-awareness<br \/>\nflexibility<br \/>\ntimemanagement<br \/>\ncommitment<br \/>\ngoal setting<br \/>\nplanning and monitoring<br \/>\nself-appraisal<\/p>\n<p>Activity 2.<\/p>\n<p>Select someone from whom you would like to receive feedback and use this activity to plan a feedback session.<\/p>\n<p>What do you want to receive feedback about?<\/p>\n<p>What examples\/ evidence do you have to support the feedback?<\/p>\n<p>What are you prepared to change if necessary?<\/p>\n<p>What support are you going to need?<br \/>\nWhat action are you prepared to take?<\/p>\n<p>To whom might you give feedback? Describe a situation where it has been necessary for you to give feedback. Why was the feedback necessary and how did you ensure that it was received in a positive manner?<br \/>\nAnswer is dependent on learner\u2019s experience and perception.<\/p>\n<p>Criticising a colleague\u2019s work is not helpful. Why?<br \/>\nCriticism does not enhance self-esteem and will therefore, act as a barrier to productive learning, building resistance and actually encouraging improper work practices. People who are criticised will naturally react defensively and with anger. Alternately, they might simply withdraw, refusing to make an effort or to even participate in that task or work process in the future. This prevents them from making use of the information contained in the criticism.<\/p>\n<p>The attitude of the person giving feedback and the method of giving feedback will have a very large impact on whether the feedback is perceived as useful and is used or whether it is perceived as criticism, therefore rejected.<\/p>\n<p>How can feedback be delivered so that it is productive and useful?<br \/>\nConsider the notion of the feedback hamburger. Feedback can start with something positive (however minor) and end with something positive\/ constructive. Acknowledge the things the person has done correctly. Go on to explain the corrections that need to be made, so that they are sandwiched in the middle. This will not downplay the validity or importance of the need to adjust work practice, but will assist in generating a positive and encouraging approach. Finish by reinforcing the correct behaviours, or a particular aspect of those behaviours.<\/p>\n<p>Feedback must be relevant to a task or work process and must be specific\u2014if it is vague, that is, \u2018Well you didn\u2019t do that properly\u2019, it offers no information about why the task was not done well or how performance could be improved in the future. Feedback must include collaboration on strategies for future improvements.<\/p>\n<p>In a feedback situation you can start by asking the person who will be given the feedback what they thought they did well and what they think needs improvement. This will often give a common ground for working on improvement strategies and aids the person in assessing and evaluating their own work.<\/p>\n<p>Activity 3.<\/p>\n<p>What are the benefits of participating in professional networks and associations to obtain and maintain personal knowledge and skills?<br \/>\nThe benefits of belonging to professional networks and associations are that you not only get the chance to make good contacts, but you can learn about the latest developments in your field and advertise yourself and business. By attending functions you can make known to your peers that you exist. Education is another major benefit. Businesses fail when they stay in their own paradigm and resist change.<\/p>\n<p>In your local community, research a range of support networks available and provide a summary of each network\u2019s services.<br \/>\nAnswers are dependent on learner\u2019s findings within own community. Learners should be able to identify several networks available to them and be able to explain each one\u2019s services.<\/p>\n<p>Activity 4.<\/p>\n<p>What current competencies do you believe you should develop and how do you plan to develop these competencies?<br \/>\nDependent on learner\u2019s workplace situation\/ history; however, learners are expected to be able to identify generic and specific skills competencies that may need developing. Learner\u2019s to demonstrate an understanding of how to go about developing a plan to gain competency.<\/p>\n<p>What specialist advice might you need and how would you access it?<br \/>\nAs training can be on the job or off the job you must decide what best suits your needs. Specialist advice could come from:<\/p>\n<p>supervisors\/ team leaders<br \/>\nmanager or department heads<br \/>\nHRdepartment<br \/>\nexternal career advisory services<br \/>\nprofessional associations, eg Australian Nursing Federation<br \/>\nunions<br \/>\nTAFE, colleges or RTOs<br \/>\nuniversities \u2028Learners could also identify job mentoring, professional supervision as specialist advice.<\/p>\n<p>Describe the importance of employees seeking further training and advice. What would be the implications to the organisation if no training was offered or promoted?<br \/>\nCompetency in both generic and specific skills is important in the workplace, as they assist with positive outcomes which are supported by the building and maintenance of effective working relationships.<\/p>\n<p>Competence in the workplace refers directly to the skills, knowledge and attitude demonstrated by organisational members and employees. It is knowing how to do something, knowing why it should be done and when it should be done. When you are able to consistently demonstrate successful performance, you are competent.<\/p>\n<p>Acquiring cognitive skill involves learning how to utilise facts to solve problems, make decisions and develop new ideas. You use these cognitive skills everyday of your life. The skills needed might apply to the current competencies required for your job, the changing needs of the organisation for which you work or to your chosen career path.<\/p>\n<p>Organisations benefit by having a well managed employee development program. Some organisations in the community services sector struggle to attract new employees, such is the case in aged care. Being known as an organisation which provides learning opportunities and support for employees can make a difference, as opportunities for learning and development can be a priority for prospective employees.<\/p>\n<p>If organisations did not support or implement further training opportunities, employees would not be competent in their roles, the organisation would find it difficult to satisfy clients and the organisation would suffer financially as well as operationally. Employees could regularly leave as they are not being fulfilled and developed.<\/p>\n<p>Activity 5.<\/p>\n<p>Conduct further research and describe an organisation\u2019s guidelines for professional development. Research can be conducted by utilising the internet, liaising with community services organisations or consulting with employees who work within a community services organisation.<\/p>\n<p>Answer is dependent on workplace policies and procedures; however, answer can include:<\/p>\n<p>establishing the need for training through Training Needs Analysis (TNA), this can be done \u2028as part of a performance review or skills audit<br \/>\ncompleting an application form to gain approval for training from manager or department \u2028head<br \/>\nsending application form to HR department to be entered onto database<br \/>\ncompleting leave form for training, if required (organisations can require a leave form for \u2028training so they can calculate the cost of training)<br \/>\nenrolling in training course, workshop, conference or seminar<br \/>\nmaking financial arrangement for payment of training<br \/>\nattendingtraining<br \/>\ncompleting organisation evaluation\/ feedback\/ writing report of training, if required \u2028(organisations can ask employees for an evaluation)<br \/>\ncompleting assessment requirements for training, if required<br \/>\nsending a copy of certificate, statement of attendance and\/or record of qualification to HR \u2028department to be entered onto database<\/p>\n<p>Activity 6.<\/p>\n<p>Explain how new research results and best practice information can be assimilated into the services provided by an organisation.<br \/>\nAnswers could include:<\/p>\n<p>benchmarking, learners to provide an explanation of what this is and how it relates to the \u2028question<br \/>\nby providing training and development opportunities for employees<br \/>\nby consulting with other providers<br \/>\nby consulting with specialists in the community services sector<br \/>\nResearch your local community for industry experts that you could consult and source information from to better your practice. This includes specialist or external providers. Document each provider\/ specialist and provide a summary of their services along with an explanation of the type of information that they could provide you.<br \/>\nAnswers are dependent on the learner\u2019s local area. Learners should be able to identify several providers\/ specialists and be able to explain in detail the services offered as well as the type of information each provider\/ specialist could provide.<\/p>\n<p>Activity 7.<\/p>\n<p>Explain the purpose of having a code of ethics and professional and organisational standards.<br \/>\nA code of ethics outlines the standards of conduct, and behaviour that are expected of employees. These should align with those of the industry sector and with the community in which a service organisation operates. The code of conduct is a means of informing stakeholders of the organisation\u2019s values and beliefs and provides behavioural guidelines and direction for employees.<\/p>\n<p>Research a code of practice relevant to the community services industry (information can be found by visiting a community service centre or researching the organisation\u2019s website). Provide a summary of the information contained within it. Assess the code of practice against the organisation\u2019s objectives (or mission statement).<br \/>\nAnswers will vary depending on the code of practice the learner has accessed. However, typical answers will include information relating to:<\/p>\n<p>introduction<br \/>\nprinciples of the organisation<br \/>\npromote the wellbeing of individuals, groups and communities<br \/>\nsafeguard the human value of all persons encountered in practice<br \/>\nresponsibilities to clients and client groups<br \/>\nconfidentiality<br \/>\naccountability<br \/>\nrespect<br \/>\nresponsibilities to employees<br \/>\nloyaltyandsupport<br \/>\nprofessional development of employees<br \/>\nresponsibilities to employers and employing organisations<br \/>\nstandardsofpractice<br \/>\ncodeofethics<br \/>\nhow the organisation protects individuals and communities against incompetent and \u2028unethical practices \u2028Answers should also include reference to the organisation\u2019s objectives (or mission statement) and an indication of how the objectives have been highlighted or evidenced by the codes of practice.<\/p>\n<p>Activity 8.<\/p>\n<p>Explain what you consider to be the underpinning values that impact on community service work.<br \/>\nValues might relate to those listed in the text and should relate to affirming and contributing to holistic care and the enactment of the health and general wellbeing of all clients.<\/p>\n<p>How do you ensure that, when working in community services, the work you do reflects the models of service delivery that support underpinning values and philosophy of the sector in which you work?<br \/>\nBy understanding the community in which the organisation operates, by knowing the organisation\u2019s values and expectations with regard to work standards and behaviours expected of employees and by understanding and complying with organisational policies.<\/p>\n<p>Community service workers must clearly identify client needs and work in ways that will enable fulfilment of those needs. To do so they must be aware of changes\/ improvements and research results that will impact on their work and the services that can and should be offered to clients. They should use this understanding to make continuous improvements to the service they offer and to the operational functions of the organisation for which they work.<\/p>\n<p>Activity 9.<\/p>\n<p>What should you consider when determining and developing your professional development goals?<br \/>\nWhen setting developmental goals you will analyse your current competencies and ask:<\/p>\n<p>What do you want to do?<br \/>\nWhy do you want to do it?<br \/>\nWhen do you want to do it?<br \/>\nWhat are the competencies you require in order to achieve your goal?<br \/>\nWhat resources and support will be required?<br \/>\nHow does this fit with the organisation\u2019s requirements now and into the future?<br \/>\nHow will you acquire the necessary competencies?<br \/>\nWho can assist?<br \/>\nEnsure that goals are SMART, set specific timeframes for achievement of steps, make action plans, and reward self for achievement.<\/p>\n<p>Consider your own learning style preferences and match learning opportunities with your preferred style.<\/p>\n<p>Identify a personal goal that you wish to develop. Use the SMART goals and devise a plan of how you will attain that goal. Provide your answers in the table provided.<br \/>\nSpecific Answers must demonstrate how the goal is clear and precise\u2014 address specific problems\/ issues and have clearly defined outcomes.<\/p>\n<p>Measurable Answers must demonstrate how progress toward achievement can be measured and assessed.<\/p>\n<p>acheivable Answers must demonstrate how the goal contains stretch elements but is not unreachable.<\/p>\n<p>Realistic\/relevant Answers must demonstrate how the goal is realistic and relevant to the issue\/ need.<\/p>\n<p>Time-based Answers must demonstrate how much time the goal will take and when will it be achieved\u2014able to be tracked in time.<\/p>\n<p>Activity 10.<\/p>\n<p>Choose a community service on which to base this activity. Find a copy of the Regulations that apply to your chosen service. List the major areas covered and note points of interest that are relevant to you.<\/p>\n<p>Regulations can include:<\/p>\n<p>employee qualifications and ratios<br \/>\noperating procedures, such as:<br \/>\n\u2013 maintaining records<br \/>\n\u2013 health and safety requirements<br \/>\n\u2013 access to clients<br \/>\n\u2013 hygiene<br \/>\n\u2013 programming<br \/>\n\u2013 facilities and equipment<br \/>\n\u2013 use of space<br \/>\nSummative assessment 1<\/p>\n<p>Question 1.<\/p>\n<p>Explain how you evaluate your own work and why it is necessary to do so.<\/p>\n<p>Evaluations could involve:<\/p>\n<p>reflection<br \/>\nasking for feedback<br \/>\nreferring to job description<br \/>\nself-analysis of tasks performance<br \/>\nutilizing structured feedback from performance reviews \u2028This is necessary so you will know what you are doing well and what needs improvement.<br \/>\nQuestion 2.<br \/>\nWhat are the critical aspects of receiving and giving feedback?<br \/>\nGive feedback and reinforcement for good work. \u2028Answer could include:<br \/>\nknow what you want feedback about<br \/>\nhave samples or evidence of areas that you want to discuss or present<br \/>\nhave a plan of suggested ideas or solutions of your own<br \/>\nknow what action you are prepared to take<br \/>\nask for suggestions and support for improvement<br \/>\nask for alternative resources or methods to support improvement<br \/>\nbe honest<br \/>\ndo not take offence<br \/>\nrespect the different opinion and values of others<br \/>\nuse the information constructively<br \/>\nset a timeline for action and stick to it \u2028Make sure that feedback is constructive and includes (where necessary) improvement strategies.<\/p>\n<p>Question 3.<\/p>\n<p>What professional development opportunities have you sought?<\/p>\n<p>Dependent on the improvement opportunity selected by the learner.<\/p>\n<p>Question 4.<\/p>\n<p>What is the importance of upgrading skills?<\/p>\n<p>Answer could be:<\/p>\n<p>to ensure that your job skills remain relevant and you are able to work at the necessary \u2028levels of competence<br \/>\nto ensure that you remain valuable to the organisation<br \/>\nto ensure that you are able to continue providing the best service for clients<br \/>\nto increase your confidence in yourself<\/p>\n<p>Question 5.<\/p>\n<p>What industry developments do you consider will have an effect on an organisation\u2019s practices over the next few years and might, therefore, affect your skill requirements?<\/p>\n<p>Dependent on learner research but could include, for instance, greater industry regulation, therefore need for higher accreditation.<\/p>\n<p>Question 6.<\/p>\n<p>How do codes of ethics affect professional, community service delivery?<\/p>\n<p>A code of ethics offers a series of guidelines to assist workers collectively and individually to conduct their practices in ethically accountable ways in the pursuit of the organisation\u2019s objectives, rather than setting out instructions. It should, therefore, serve to inform workers of the behaviours required of them, to inform other stakeholders of the organisation\u2019s intentions and to ensure that management and workers act in ways that are acceptable to and accepted by the community.<\/p>\n<p>Question 7.<\/p>\n<p>If, when working, you identify skills gaps or learning development needs, how will you go about addressing these developmental needs?<\/p>\n<p>If the learner is working the answer will be dependent on the guidelines and workplace policies that need to be followed. If the learner is not working, then their own initiative will need to be used.<\/p>\n<p>Question 8.<\/p>\n<p>List at least four different types of learning styles and describe which one you relate to and why.<\/p>\n<p>Learning styles can include:<\/p>\n<p>hear other people talk and explain things (lectures, training sessions)<br \/>\nexperience things themselves, simply do things<br \/>\nread texts and notes<br \/>\nexperiment<br \/>\nconduct research<br \/>\nwatch others perform (demonstrations, on the floor at work or watching videos or DVDs)<br \/>\nmake notes or draw diagrams to aid in learning<br \/>\ndiscuss learning experiences with others<br \/>\nreflect on new learning experiences alone<br \/>\neven listen to music and\/or move around while they learn \u2028Learners can also discuss learning styles such as: \u00a7 auditory\u2028\u00a7 visual\u2028\u00a7 tactile \u2028\u00a7 information processing \u00a7 personality patterns\u2028\u00a7 social interactions \u2028Learners can identify with any of the above styles.<\/p>\n<p>Question 9.<\/p>\n<p>Outline the steps involved in self-management.<\/p>\n<p>Answers to include a description of:\u2028Self-management is the ability to manage your personal reactions to responsibilities and challenges in work and life. This involves managing your time and adapting to changing situations. It requires you to reflect on your experiences and their effect on your physical and mental state. Self-management requires the background skills of reflection, self-awareness, planning and monitoring, time management, flexibility and self-appraisal.<\/p>\n<p>Points of self-management include:<\/p>\n<p>independentlearning<br \/>\ngoal skills<br \/>\nreflection<br \/>\nself-awareness<br \/>\nflexibility<br \/>\ntimemanagement<br \/>\ncommitment<br \/>\ngoal setting<br \/>\nplanning and monitoring<br \/>\nself-appraisal<br \/>\nsocialawareness<br \/>\nQuestion 10.<br \/>\nFurther research the five-factor model of personality Big Five theory and outline each of the five factors.<br \/>\nThe Big Five Personality Traits:<br \/>\nYou are organised and disciplined, dedicated and loyal\u2014especially at \u2028work. Excellent performances and strong commitments are standard. Of all the Big Five \u2028Personality Traits, this one will take you far in your career.<br \/>\nYou are friendly, pleasant and easy to be around; your relationships are \u2028mostly strong. You are a social creature, and get your energy from being around other \u2028people. This Big Five Personality Trait opens many doors.<br \/>\nYou feel anxiety, and you worry often. Your anxiety can make you emotionally \u2028unstable, and you are more likely to struggle with depression and sadness. This Big Five \u2028Personality Trait can lead to physical ill health.<br \/>\nYou love adventures and trying new things; you are insightful and imaginative. \u2028Creativity adds spice to your life, and you are not afraid to take risks. People with this Big \u2028Five Personality Trait are often risk takers.<br \/>\nYou are assertive, talkative, and do not mind being the centre of attention (in \u2028fact, you prefer it). Being alone is not your favourite activity; in fact, the more the merrier. This Big Five Personality Trait is found in extroverts all over the world.<\/p>\n<p>Question 11.<\/p>\n<p>Describe how and why it is important to have organisational guidelines for professional development.<\/p>\n<p>Answer should be to:<\/p>\n<p>measure a return on investment<br \/>\ntarget specific training needs for the organisation<br \/>\nensure the training selected is relevant to a person\u2019s job<br \/>\ntrack and document the training history of employees<br \/>\ncomply with the organisation\u2019s Management Information System (MIS), training \u2028documents, such as, applications to attend training, certificates and records of competency \u2028are entered on HR database<br \/>\ngain approval to attend training course<br \/>\nmonitor and control the cost of training \u2028To ensure that training will be properly targeted, training money will not be wasted and that the ultimate results of the training\/ learning will benefit both clients and employees.<\/p>\n<p><center><a href=\"http:\/\/onlineclassesguru.com\/orders\/ordernow\"><img decoding=\"async\" src=\"https:\/\/encrypted-tbn0.gstatic.com\/images?q=tbn:ANd9GcTyj99p60XCLyLk1htB7-1neRt8-2QdnenNlQ&usqp=CAU\"target=\"_http:\/\/onlineclassesguru.com\/orders\/ordernow\"\/><\/center><p>","protected":false},"excerpt":{"rendered":"<p>Formative assessments Activity 1. This activity includes two parts. Part A requires written responses. Part B requires a verbal\/ practical response. Part B is only possible if you are face-to-face with your assessor. If you are unable to complete Part B contact your assessor (via a suitable negotiated method) for an alternative assessment. Part A&#8230;<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[],"tags":[],"class_list":["post-15225","post","type-post","status-publish","format-standard","hentry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v17.0 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>childcare Assignment - onlineclassesguru<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"http:\/\/onlineclassesguru.com\/index.php\/2020\/11\/24\/childcare-assignment\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"childcare Assignment - onlineclassesguru\" \/>\n<meta property=\"og:description\" content=\"Formative assessments Activity 1. This activity includes two parts. Part A requires written responses. Part B requires a verbal\/ practical response. Part B is only possible if you are face-to-face with your assessor. If you are unable to complete Part B contact your assessor (via a suitable negotiated method) for an alternative assessment. 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