A RESPONSIVE CARE PLAN

Assignment #2 DEVELOPING and WRITING A RESPONSIVE CARE PLAN 

  Focus on a child in your practicum placement to write a responsive care plan using a strengthbased approach.   If you are not in a practicum, plan to observe a child at least three times at a centre. 

Rational: When working with a group of children, we are always assessing their needs and interests in order to create environments that acknowledges the child, and to remain aware if the child requires support in different area of their learning.  While not all children in your care will require you to write a Care Plan as required by BC legislation, for the purpose of this assignment you will write a care plan for the child you are wondering about. (https://www.northernhealth.ca/sites/northern_health/files/services/community-carelicensing/documents/child-care-plan.pdf) You will rely on the Draft BCELF to identify what areas you are focusing on.   

The BC Early Learning Framework identifies learning areas as: Well- being and Belonging;  Social responsibility and diversity; Exploration and creativity; Language and literacies.  The DRAFT BC Early Learning Framework now refers to these as Living Inquiries and Pathways for Engaging with Living Inquiries (Draft BCELF, 2018, p. 9).  The latter use of language allows us to focus on children’s development from a non-linear perspective and also acknowledges Indigenous perspectives.   

You will also focus on writing the care plan from a strength-based approach.  The following document will guide you in this process: Strength Based Approach: A Guide to Writing Transition Learning and Development statements.  The Strength Based Approach document was created by the Department of Education and Early Childhood Development, Melbourne Austrailia. 

For this assignment, you will write about a child in detail regarding how you are supporting their inclusion and interests within the program.  How are you acknowledging the child’s voice with the awareness that the child also reflects the multiple voices of society, culture, their families as well as their own internal drive for learning, meaning and connection.   

• What have you noticed about this child that requires extra support?  This can include a child who is new to the centre/city/country; English language is new or not first language (in an English speaking centre); recent injury or illness for the child or family member; new sibling; experiencing difficulty with peers; recent change in family structure; difficulty with separation from family/saying good-bye; impulsive or unexplained behaviors; difficulty engaging in activities.  • Does the centre and family agree this is something they would like to have focused on/supported further? • What do you imagine may be going on for the child?  Think about the individual child: temperament, needs trying to get meet, what is behaviour communicating, what is the child’s disposition, family experiences, routines, rhythms, community experiences.  • How do the strategies you are using align with the Ten Principles of Respect.