Supporting Children's Behaviour

This assignment delves into a case study involving Rhian, a 5-year-old experiencing difficulties with toileting behaviour. The educator needs to analyze the situation, identify potential underlying causes, and determine which Early Years Learning Framework outcomes are not being met. The assignment emphasizes the importance of consulting with other professionals, such as parents, to gain a comprehensive understanding of the child's circumstances and develop effective support strategies.

CHC30113 Certificate III in Early Childhood Education and
Care
CHCECE006 Support behaviour of children and
young people
Student Name: Nusiba Ahmed
Student Number: XXXXXX
Assessment Number: 31846B/02
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Getting started
The assessment activities in this booklet have been designed to allow you to provide
evidence that demonstrates your competence in the unit CHCECE006 Support the
behaviour of children and young people.
Your trainer will:
 answer any questions that you might have about the assessment
 assess your competence, as required by the unit of competency, by making
judgments about the evidence you have presented in line with the rules of
evidence: validity, authenticity, currency and sufficiency
 provide feedback on the outcomes of the assessment process.
Introduction
You are required to complete an online quiz and one written assessment task for
CHCECE006 Support the behaviour of children and young people.
In completing the final assessments, you will show evidence of your ability to:
 contribute to a safe and supportive environment
 use positive support techniques
 observe and collect data to assist with development of appropriate strategies for
support
 implement strategies to support children or young people who require additional
support
 monitor and review strategies.
Assessment number Assessment deliverables
31846B/01 Online quiz
31846B/02 Written assessment
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31846B/02Written assessment
Case Studies
Student instructions
Read the following case studies, then answer the questions that follow each.
Case study 1
Bradley is a three-year-old boy who attends your service two days a week. He has
been in the pre-school room for the last three months and during that time his
behaviour has become increasingly challenging.Bradley is openly defiant to all but
one of the educators.Herefuses to follow directions, join in on group time, or
participate in planned activities.When asked to join a group, he screams ‘No’, and, if
pressed, will swear and throw objects at the educators. He wanders aimlessly around
the room, sabotaging the other children’s work, knocking over their block
constructions, or scribbling on their drawings. He lashes out physically towards the
other children for no apparent reason, and they are now so scared of him that they
avoid him whenever possible.When the educators have tried to discuss Bradley’s
increasingly disturbing behaviour with his family they have appeared disinterested
and make flippant remarks like ‘kids will be kids’ or ‘that’s boys for you’.
Yesterday Bradley attempted to run away from the service by sneaking out to the
outdoor play area and trying to scale the fence.When an educator tried to get him
down from the fence, he kicked her in the face, causing her nose to bleed.
Answer the following questions.
1. What behaviours of Bradley’s are causing concern?
A: Here, the child Bradley had been attending a service centre two days a week.
However, he has been depicting challenging behaviour within the last three months
such as denial to follow the classroom instructions, participate in group activities. On
pressurising the child depicts violent behaviour such as swearing, throwing objects
on the educators, sabotaging the things of other children. He recently tried to jump off
the fence of his pre-school centre and on stopping kicked at the face of his educator
and left her bleeding. Therefore, the child depicts a number of behavioural concerns
over here such as –verbal abuse, physical aggression, and attempt to run away and
is also destructive in his way of expressing anger.
2. How could the educator collect data to determine which type of support Bradley
requires? Provide two examples of how data could be collected.
A:For the purpose of collecting data, the educator could use two special forms of
data collection methods. These include program questionnaires and special studies
of children. The questionnaires could be designed by the educators on an annual
basis and consists of questions pertaining to the number and characteristics of each
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child enrolled in the pre-school centre, the ethnicity and annual family income of the
child. On the contrary, the special studies of children are focussed upon investigating
the behaviours and activities of children (Vandenbroeck and Lazzari, 2014).
In the present context, the educator needs to employ the second method that is
the special studies for children for understanding the type of behaviour depicted by
Bradley over here. In addition, home visits can also help in understanding the
environment that the child is subjected to. On paying a visit to the home of the child
data could be collected from the parents of Bradley regarding the response of the
child on certain occasions.
3. What behavioural expectations would you set for Bradley to improve his
interactions with other children and educators? List three expectations/goals.
A: In order to address the challenging set of behaviours depicted by Bradley and
support him develop a better relationship with his educators and peers a number of
strategies could be taken. Some of these are developing an empathetic relationship
with the child helping the child by providing him with alternate behaviour strategies,
identification of the strength and interests areas of the child which could be games or
activities. Some of the behavioural expectations which could be set out for Bradley
over here are – engaging more with the educators and other children, developing
more interest in the day –to –day activities of the day care centre and developing a
sense of belongingness for the place.
4. Who would you consult when setting behavioural expectations for Bradley?
A: I think consultation with Preschool field officer, service director, inclusion Support
facilitator, the nominated supervisor along with Bradley’s family can help in finding
out plausible solutions and alternatives for addressing the challenging behaviour
depicted by Bradley over here. I think consultation with child psychologist can also
guide me better in understanding the challenging behaviour depicted by Bradley.
5. How could you work with Bradley’s family to support his additional needs?
A: As an educator looking after Bradley, I need to be sensitive towards his feelings
and also take into consideration the role played by his family in supporting him
through the challenging behaviour. The parents of the child on questioning answered
that the child was a boy and a child. Therefore this type of behaviour is common in a
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boy child. Therefore as an educator, I need to be conduct a session with his family
where I should address the misconceptions and wrong philosophies possessed by
them in a cordial manner so that they could equally participate in helping their son
develop a friendly and healthy behaviour. The parents of the child could be provided
with knowledge related to child pedagogy and development which would help them in
further understanding the dilemmas faced by their son.
6. What services could you contact to support Bradley and his family at the service
and at home? (Name three)
A: A number of services could be contacted to support Bradley and his family at the
service centre and home. Some of these are availing therapist services where
sufficient amount of counselling is provided to the child and his respective family.
Additionally, taking help form the Child vigilance services can also help in reporting
any such cases of abuses a child may be subjected at home. The special child
education and counselling cell can also be approached to look into the matter
(Campbell et al. 2014).
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Case study 2
Grace is a two-year-old girl who has attended your service since she was 12 months
old.You have always had concerns about Grace’s development, especially with
regards to her language, which is very limited for a 24 month old child.It is very hard
to understand her when she talks, and she often has to point to get her message
across. She also has a very limited vocabulary and often seems to be ‘in her own
world’, especially during group times. She is a happy little girl who seems to thrive on
the affection of the staff, and tries her best to interact with the other children. She
plays with a variety of toys and is quite content to sit and turn the pages of books, but
does not particularly care to have them read to her.
Answer the following questions.
1. What might be causing Grace’s delay in language development?
A: The delay in language development could be attributed to a number of causes
such as intellectual disability; lack of a loving and caring environment may also affect
the speech development in the child. In some cases premature delivery of a child
also lowers the intellectual ability of a child (Sandseter, 2014). There is also a
probability that the child may be have difficulty in hearing or may have auditory
impairments, which is affecting the development of her language skills.
2. Who, in your service, would you report your concerns to?
A: I may take the help of the centre support facilitator or supervisor for extending help
to Grace over here.
3. What professional personnel would be involved in the diagnosis of Grace’s
condition?
A: For the investigation and diagnosis of the condition of Grace a speech therapist
may be involved. The speech therapist may use signs and cues for interacting
with the child. In some contexts, providing the child with a phonetics session
could help in developing strong knowledge of words and sounds in the child
(Lamb, 2014).
4. What strategies would you use to improve your communication with Grace?
A: In order to improve communication with the child over here I might use sign
language and friendly gestures. Additionally, commenting and expanding upon the
set of words used by the child Grace can help her better inculcate the language
skills. In this respect, some of the visual aids such as picture cards could be used by
the educator for encouraging the child to speak further. The educator need to show
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full involvement during communicating with the child and should use simple
languages in communicating with her.
5. How would you document Grace’s reactions to your communication strategies?
(Name three)
A: For documenting Grace’s reaction to communication strategies video tapes could
be used. The clips detailing the reactions provided by Grace to each and every
communication could be studied again and again for analysing the behaviour of
the child. Additionally, diaries and notebooks could be used for listing down the
small developments in the child with every passing day. Audio recordings could
also be used for recording the enthusiasm in the voice of the child while talking
which reflects her eagerness to learn.
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Case study 3
Rhian is a five-year-old girl who has just migrated with her family from Iran as a
refugee.She attends your service twice a week and she is experiencing difficulty in
forming friendships with the other children as she frequently wets her pants.At first,
you assumed she was nervous and was forgetting to go to the toilet, but now you are
wondering whether there is some other cause of her incontinence.You approach your
Director to ask if there were any toileting issues identified at enrolment and find there
werenot.You decide to start a ‘Star Chart’ for her to reward every successful day
without wetting herself.This is a dismal failure.You then try offering her stamps as a
reward.After a few weeks, you decide to speak to her mother again about the
problem because you have noticed that Rhian is deliberately restricting the amount of
fluid she drinks through the day.
Rhian’s mother still insists that she is toilet trained and there must be something at
the service that is stopping her from using the toilet.She asks to look again at the
toilet and walks towards the staff toilet.You call her back and guide her to the
children’s toilets, which are communal and open.The problem was evident
immediately to Rhian’s mother; she explains that in Iran it is considered very
shameful to go to the toilet where others can see you, so Rhian would not use the
children’s toilet no matter what reward she was offered.
Answer the following questions.
1. Who was the only person the educator initially consulted and collected
information from?
A: The director of the centre was the only person the educator approached first and
collected all the relevant information from. However, frustrated by dismal failure every
time, the educator decided to approach the mother of the child.
2. Which other sources of information were available to the educator?
A: The educator later consulted the mother of the girl for collecting detailed
information about the child. Therefore, on having an entailed conversation with the
mother of the child the educator found that the child Rhian was already sufficiently
toilet trained and would not use the toilet for the children owing to shame. This is
because the child was an immigrant of Iran and as per their cultural beliefs using
toilets where others could see them was considered shameful.
3. The educator failed to look beyond the obvious to identify the issues behind
Rhian’s behaviour. Why is it important to consult with other professionals before
determining the causes for a child’s behaviour?
A: It is crucial for an educator to consult with others before identification of the issues
affecting the behaviour in a child. In this context, consultation with the near and dear
ones of the child is beneficial. Like in the case of Rhian the mother of the child was
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consulted which helped the educator in gaining knowledge about the cultural myths
affecting the toileting behaviour projected by the child. Therefore, such revelations
could help the educators plan the future course of actions. The failure to identify the
cause for such behaviour can do more harm than good.
4. Which learning outcomes from the Early Years Learning Frameworkarenot being
met for Rhian?
A: The learning outcomes 1 and 3 from the Early years Learning framework have not
being met for Rhian. The LO 1 here states that the child has developed autonomy in
controlling and managing his behaviours. The LO2 states that the child should be
able to take responsibility for his physical and mental well being. However, here
Rhian was not able to manage her toileting behaviour which should be sufficiently
developed by 5 years of age.
Good start to this assessment.
You have a number of questions to re-visit to ensure me that you have the required
knowledge to complete this assessment satisfactorily.
I have provided the feedback for the questions to be resubmitted in blue, with some
tips to assist you.
Can you please make the changes to this document in a different colour.
Graded: Not Yet Satisfactory
Look forward to your re-submission.
Ebony Wake
9/12/2017
References
Campbell, F., Conti, G., Heckman, J.J., Moon, S.H., Pinto, R., Pungello, E. and Pan,
Y., (2014). Early childhood investments substantially boost adult
health. Science, 343(6178), pp.1478-1485.
Ishimine, K. and Tayler, C., (2014). Assessing quality in early childhood education
and care. European Journal of Education, 49(2), pp.272-290.
Lamb, M.E., (2014). Child care in context: Cross-cultural perspectives. London:
Psychology Press, p.25.
Sandseter, E.B.H., (2014). Early childhood education and care practitioners'
perceptions of children's risky play; examining the influence of personality and
gender. Early child development and care, 184(3), pp.434-449.
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Vandenbroeck, M. and Lazzari, A., (2014). Accessibility of early childhood education
and care: A state of affairs. European Early Childhood Education Research
Journal, 22(3), pp.327-335.
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