This scenario is based on the simulated organisation Little.ly (long URL: www.littlely.eduworks.com.au). During enrolment at the Little.ly Early Learning Centre, a Parent told the Educator how nervous the parent was about leaving the 22 months old Child in long day care. The Educator told the Parent that it might be helpful if the Parent stayed with the Child for a couple of hours during the first few days at the centre, to help the Child become familiar with the educators, service’s routine, and environment. Together the Educator and the Parent worked out a way to ease the Child into long day care, using some agreed strategies: •Gradually leaving the Child after the initial ‘orientation’ period for short periods until eventually the Child stays for the full day. •The Parent filled out the ‘about my child’ section of the enrolment form carefully describing the Child’s sleeping habits, comforters (teddy and pacifier), fears/phobias, likes, cultural connections, family traditions, interests, temperament, personality, stages of development and significant people in the Child’s life. •Emailing a photo book to the Parent that showed the room and activities that the Child would spend his time doing so that the Parent could explain to the child in the language spoken at home what the Child was doing while the Parent was at work. Eventually the Parent returned to full-time work, and the Child was in long day care Monday to Friday. The Parent told the Educator how hard it was to leave the Child because the child was clingy and cried after the drop-off. The Educator asked the Parent what the Child was interested in. The Parent said that since the family had visited the zoo the Child loved to talk about the animals. The Educator and the Parent agreed that when the Parent arrived at the service, the Educator together with the Parent would sit down and read a book about zoo animals to distract the Child from the Parent leaving. After the Parent left, the Educator continued to encourage the Child to play with rubber zoo animals and has given the Child five finger puppets of zoo animals which the Child can wear during play time with the other children at the service. The Educator agreed to email photos of the Child playing happily to the Parent throughout the day and encouraged the Parent to ring the service to see how the Child had settled in as many times as the Parent needed to. Although these things seemed to work, the Parent told the Educator that the Child had become very clingy at night-time, the Parent was still worried about the Child. The Educator thought it was a good idea to tell the Child when the Parent would be back and leave the Child a small item from home (tiny donkey that the Child’s grand Parent had knitted) to look after: ‘Bye Educator, I will be back after afternoon tea, please look after donkey until I get back.’ The Parent and the Educator also decided to include photos of the Child’s family life on the family board in the Child’s room. These strategies seemed to help the Child feel connected to the Parent after leaving to work, and the Child was soon able to say goodbye happily. Consider the scenario and read each question carefully. Each response should be a minimum of 30 words but no longer than 80 words. 1.Identify at least three examples of how the Educator was able to build trust and reciprocal relationships with the Child and the parent by demonstrating sensitivity and warmth.