CHCECE007 Develop Positive and Respectful Relationships with Children Assessment

This assessment is for CHCECE007 Develop Positive and Respectful Relationships with Children. It includes short answer questions related to communication, interaction, support, and respect for children. The assessment also covers the benefits of applying developmentally appropriate limits to children's behavior and techniques to encourage children to respect similarities and differences between each other.

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CHC30113 Certificate III in Early Childhood Education and Care
CHCECE007 Develop positive and respectful relationships with
children
CHCECE007 Develop positive and respectful relationships with children
Page 1 of 41

File naming
Once you feel confident that you have covered the learning materials for this unit, you are ready
to attempt this assessment.
To help Open Colleges manage your assessment, please use the following file-naming
convention: [student number]_[assessment]_[assessment number].doc
Please ensure any supporting documents uploaded with your assessment have your student
name and number provided.
Ensure that you upload each assessment task separately. Each assessment can be identified by
the unique Open Colleges Code.
.
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Getting started
The assessment tasks in this booklet have been designed to allow you to provide evidence that
demonstrates your competence in the unit CHCECE007 Develop positive and respectful relationships
with children.
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 one written assessment that has three components for CHCECE007
Develop positive and respectful relationships with children.
In completing the final assessments, you will show evidence of your ability to:
 communicate positively with children
 interact positively with children
 support and respect children
 maintain the dignity and rights of children.
Assessment number Assessment deliverables
31837B/01 Written assessment
CHCECE007 Develop positive and respectful relationships with children Page 3 of 41

31837B/01 Written assessment
Part A – Short Answer questions
Student instructions
 Answer each of the ten (10) questions below.
 To answer questions accurately you may refer to applicable legislation including the National
Quality Standard and Education and Care Services National Regulations, along with Belonging,
Being and Becoming – The Early Years Learning Framework, the Early Childhood Australia Code
of Ethics, policies and procedures common to early childhood education and care services,
position descriptions detailing an educator’s duty of care responsibilities, and/or other sources
such as professional readings along with the course textbook and identified key resources.
 Ensure you acknowledge and cite your sources accordingly. This is important whether you use
your own words or quote the author’s words. For more information on referencing and
plagiarism, refer to the ‘Academic reference guide’ in the Student Handbook.
 When referring to early childhood education and care service policies and procedures or position
descriptions, please submit copies with your assessment to support your answer.
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Short Answer questions
1. Briefly outline five (5) strategies that can be used by an educator to respond, and further
enhance the development of positive relationships with children in an early childhood setting.
1. Providing warm and responsive physical contact.
2. Using appropriate words that are simple and clear which help in development of children
(Sciaraffa and et.al., 2018).
3. Using pleasant and calm voice tone.
4. Engaging in one to one interaction with the children
5. Understanding the body language of children and directing thier challenging behaviour.
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Assessor Feedback
You have identified five great strategies to build positive relationships with children.
A great start to your assessment Rosy.
CHCECE007 Develop positive and respectful relationships with children Page 5 of 41

2. Identify three benefits of using positive communication with children in an early childhood
setting.
1. Using of positive communication with the children's helps them feel secure and which makes
them free to play, explore and learn (Andrade, 2019 )
2. Positive communication is very important as it helps in building children's self esteem that is
educators using words of encouragement enables children to feel worthy and loved.
3. Setting up open and clear communication system with the kids in their early childhood helps in
setting up good practices for their future.
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Assessor Feedback
Great!
It is so important to use positive communication with children to foster children’s self-
esteem.
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3. List three ways educators could gather information about children’s needs, interests and
abilities. Once you have formed a list briefly explain how this information could be used to
enhance relationships and inform program planning.
1. Individually talking with the child.
2. By collecting information from the child's enrollment form.
3. By observing the children in their play times and participating in their platy times.
4. Talking with the parents.
After gathering the information from different contexts about the interests and abilities of children
it helps the educators in planning routines and experiences that reflects the interest and abilities of
the child (Sosnowy, 2018). Also it helps in maintaining consistency between the childcare and
home routines for young children and also, it provides educator engaging experiences which are
necessary for further development and learning and creates a respectful and trusting relationship
with the children's.
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Assessor Feedback
I like your approach here Rosy
These are great ways to gather information about the children.
Asking the children themselves is so important, as is asking their family as they are the
most knowledgeable about the child, after the child themselves.
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4. Briefly outline the benefits of applying developmentally appropriate limits to children’s
behaviour. In your answer explain why these limits to behaviour must be applied within
service policies and procedures.
(Enter Response Here)
The benefits of applying appropriate limits to children's behavior helps in understanding the
child's capabilities and understanding level (Burchinal, 2018). thus. With limiting the children
behavior in their developing years is very important as it will them in feeling secure as they
behavior will be as expected.
Also, it must be applied within the policies and procedures of the service to ensure safety and well
being of children's. As these limits should be mentioned in the service policies and procedures as
this will help in guiding the educators while providing the care services.
It can be also analyzed that children behavior is developed through significant working
growth, and generate timely new learnings based on child adaptabilities management for
strengthening working synergies rapidly.
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Assessor Feedback
Rosy, I can see you have accessed the WELL KNOWN & POPULAR Aussie Child Care
website:
https://aussiechildcarenetwork.com.au/forum/certificate-3-assignments/benefits-of-
applying-developmentally-appropriate-limits-to-children-s-behaviour-4229
PLEASE NOTE: We are fully aware of these.
I am surprised you have not accessed and referred to information from your Learner
Guide to assist you with this question & assessment
I hope that as you progress through the course, you will begin to see a PATTERN.
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The assessments are very closely linked to the Learner Guide.
It is to your benefit to take time and use your own words – that’s when learning really
happens
Imagine you are in a nursery, working with an 8-month-old infant.
Would you expect this infant to be able to share and take turns?
The answer is NO.
If you answered yes, then you risk setting the child up to fail.
It is not developmentally appropriate to expect this behaviour at this age.
So why is it important to apply developmentally appropriate limits to children’s
behaviour?
For example: Children will feel secure knowing what is expected of them.
I would have liked to see you include why EDUCATOR’s need to apply the service’s policy
CHCECE007 Develop positive and respectful relationships with children Page 9 of 41

and procedure when guiding children’s behaviour.
For example: Policies make clear “what should be a consistent approach to behavioural
strategies within the service.” (Walker, L; Miller, S, 2016 p. 347)
Information from here will help you:
 TOPIC 9.3.7 Consistently guide all children’s behaviour in ways that are focussed
on supporting children to develop skills to self-regulate and preserve and
promote children’s self-esteem TOPIC 9.3.2 Allow children to make choices and to experience natural
consequences of these where there is no risk of physical or emotional harm to the
child or another being
 Chapter 15 under the heading ‘Apply limits to behaviour within service policies’ to
guide your response.
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5. How would you encourage children to respect similarities and differences between each
other? In your answer, identify three techniques you could implement in your daily practice.
To encourage children to respect differences and similarities between one another following
techniques can be used:
1. avoiding sing posters, charts and images that represents differentialtiy cultures (Samuel, 2020)
2. Playing different with them which helps to understand what it is like for a blind
child by covering their eyes with blindfold or for deaf; covering their ears. And make
them do tasks to see what it feels like.
3.providing foods from all over the world so that children can learn about different cultures
4.for example; on Harmony day children can be asked to bring photos of their extended families
and little bit information about their family culture and heritage which could be discussed and
displayed in classrooms
Creation of learning environment that respects diversity, anti-defamation league are found
to be essential for enabling encouragement of children towards effective learning practices
diversely. It can be also analyzed that specific learning vision has been found to be
essential for improvising competent working synergies.
How can you create a learning environment that respects diversity, Anti-Defamation
League.
Office use only
Assessor Feedback
Again Rosy, I can see you have paraphrased from
https://aussiechildcarenetwork.com.au/forum/certificate-3-assignments/chcece007-
develop-positive-and-respectful-relationships-with-children-9965
Every Educator in the Faculty are very aware of this.
Rosy, I am curious why you have not access the online learning material, or your own
creativity to include examples.
CHCECE007 Develop positive and respectful relationships with children Page 11 of 41

I would encourage you to refer to your Learner Guide and read TOPIC 9.2.1 Assist to
create an environment that reflects the lives of the children, their families and the local
community.
Read the following article about how you can create a learning environment that respects
diversity:
Santora, L 2004, How can you create a learning environment that respects diversity, Anti-
Defamation League.
https://www.adl.org/sites/default/files/documents/assets/pdf/education-outreach/How-
Can-You-Create-a-Learning-Environment-That-Respects-Diversity.pdf
For example, a suitable response would be:
*** I will create environments that will reflect the world’s cultures, for example a Japanese
Tea Set, or use tablecloths that reflect Thailand.
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6. Children are learning how to control their emotions and therefore require good role
modelling and practice to learn how to express their emotions appropriately. Consider how
you would respond to two children wanting the same toy who are starting to become upset
and agitated. Identify one appropriate strategy you would use for each age group below to
resolve the conflict:
 0-2 year olds
Children at this age are very young to understand the concept of sharing and learning to control
their emotions. If two kids are fighting over same toy, I would find the same toy and give it to the
other child or find another toy, one of the kid could play with as kids are too young to understand
sharing and waiting at this age.
 2-3 year olds
(Enter Response Here)
I would use music as a medium to teach the young child how to manage and control their
emotions and teach them ways to resolve conflicts positively. This will help them in understanding
the importance of sharing, taking turns and regulate their emotions in a positive way.
 3-5 year olds.
(Enter Response Here)
By using books which talks about resolving conflicts and encourages sharing with one another
(Chen and et.al., 2018..). This will help in educating kids about strategy they can use when they
feel a certain way and will teach them to regulate their emotion positively and teach the
importance of sharing with others and building relationships with each other effectively. I would
also like the children of this age group to solve their conflicts and dispute by themselves so that
they learn. But I will guide them in every stage were they will need my support.
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Assessor Feedback
Rosy, when you copy and paste information as your own, then I am unable to determine if
you understand the learning
If I am unable to determine competency, then this puts you at risk of being withheld.
Rosy, the aim of this question is for you to demonstrate how you will adjust your teaching
strategies for children of different age groups.
There is an underlying assumption for you to demonstrate the developmental milestones
of each age group.
You will often see multiples of the same toys in 0-2-year-old environment for this exact
reason, as 0-2-year-olds are yet to learn the skill of turn taking and sharing.
Children at this age are simply too young to understand the concept of sharing or taking in
turns.
In this instance I would first offer comfort to the children to try and allow them the chance
to calm for, I would then offer another toy that is the same or similar, so that each child is
able to use one of the toys.
Providing 0-2-year-olds with the same or similar toy would be an effective way to manage
this conflict.
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Children of this age (2-3-year-olds) are developing sharing and turn taking skills and need
to be guided to resolve the conflict.
I hope you continue to reflect on your critical role here Rosy.
It would be more suitable to role model how to take turns, for example, how to ask a
friend for a turn with the 2-3-year-olds
3-5-year-olds - I like that you would give the children in this age group the opportunity to
solve this dispute first. With YOUR support, they are certainly at an age to be able to take
turns and this is a good opportunity for the children to engage in problem solving.
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7. Give an example of how you might help a child make a decision.
(Enter Response Here)
It is very important part of children's learning and development that we let them make their own
choices and let them experience the natural consequence of their actions. It helps in promoting a
sense of independence and develops confidence among the child by giving a child a choice which
makes them feel powerful and part of decision making.
For ex maple: 4 year old Jon is busy playing with his lego. When his educator Frank comes upto
him and says, “ I am getting a paint set up so everyone can paint, would you like to continue
playing with legos or help us set up the table and paint flowers perhaps?” So it is very important to
take into account the age of the child which impacts their decision making skills and also take into
consideration the material and resources provided to them that is whether the child could access
the material themselves without help or not, can it be used by group or one child. And most
important educator is present there so that he can guide and help the children in deciding what he
wants and making sure that they learn from their decision without possessing any harm.
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Assessor Feedback
Yes Rosy, it is important to give children the opportunity to make their own decisions,
unless it poses a risk to the child or other children if the educator didn’t intervene.
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8. Give two examples of how you might draw a child’s attention to positive aspects of their
behaviour.
1. as an educator I would use positive reinforcement at times when children makes the right
positive choices as this will jhelp them in developing self regulation methods. An educator can use
a non verbal behaviour to draw the attention of child towards positive attitude which includes high
fives, thumbs up or a smile.
2. as an educator I would indulge with the children with interactiona nd communication that are
meaningful and respectful. That is that helps in building their self esteem .Using of encouraging
language which makes children feel worthy and confident. And praising the children with phrases
such a nice work, good work. Will help the children in building confidence
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Assessor Feedback
Yes Rosy, acknowledging and praising positive behaviour are effective ways to draw
attention to positive aspects of behaviour.
As educators our aim should be to engage with children through interactions that are
respectful, meaningful and help build healthy self-esteem.
I would encourage you to reflect on the difference between praise and encouragement.
ACECCQA introduces this well:
CHCECE007 Develop positive and respectful relationships with children Page 17 of 41

https://www.acecqa.gov.au/sites/default/files/2021-01/EncouragementVsPraise.PDF
Praise focuses on what the Educator thinks or feels, this is a judgment.
Examples of praise refers to phrases such as “good”, “nice work”, “you’re such a nice girl”
or “I love your block tower!” or “I’m so proud of you for cleaning up”
And therefore, it does not support a healthy self-esteem
Encouragement is non-judgmental.
Encouraging statements point out specific facts but do not evaluate them.
Phrases such as “You really worked hard” or “Look at all the green you used in your
painting” or “I bet you are proud that you finished that whole puzzle”
TOPIC 9.3.4 Acknowledge children when they make positive choices in managing their own
behaviour, included a great reading to: Praise, encouragement and rewards.
https://raisingchildren.net.au/toddlers/connecting-communicating/connecting/praise
Please review it for your own reflective practice.
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9. Identify two forms of behaviour management that you must not use and explain why these
are unacceptable and to be avoided. Use the United Nations Convention Rights of the Child
and the Education and Care Services National Regulations to guide your answer.
The following are considered serious breach of the department of Education and Early childhood
development act.
1. Depriving a child of drink and food that saying to a child “ if you don't eat your veggies you can't
have your ice cream”. Thus from the UN convention it can be analysed that there are certain article
mentioned such as article 36 and 19 that protects the dignity of the children and provide them with
protection against unacceptable behaviour.
2. Use of negative language which includes 'bad', 'No', 'stop that'.
3, physical dragging of children.
Behavioural management, develops new extended improvement among children for
strengthening rapid creative vision on longer time frame. Furthermore, there are various
aspects under behavioural management which plays keen role in improvising behavioural
development among children.
UN conventions are as follows:
Developing positive and respectful relationships with children, families and local
community holds huge importance for effective childhood.
9.2.1 Assisting environment that reflects lives of children and families within community
plays keen role for optimizing wellness within longer run. Early childhood reflect on
community development and wellness being worked on for strengthened improvement.
9.2.2 Support the implementation of practices and routines that honour children, their
family and the community context enhances working expertise diversely.
CHCECE007 Develop positive and respectful relationships with children Page 19 of 41

9.2.3 Show genuine interest in, understanding of and respect for all children develop
positive and respectful relationships with children
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Assessor Feedback
You have identified behaviour management techniques that are unacceptable
Rosy, I would have liked to see you refer to the Regulations and UN Convention
I like to CHUNK a question into parts to ensure I meet each criteria. United Nations Convention Rights of the Child
Article 19 and 36 look at how children should be protected from harm and Article
28 looks at how discipline should respect children’s dignity.
 Education and Care Services National Regulations
Regulation 155 looks at maintaining children’s dignity and rights at all times and
giving positive guidance and encouragement toward acceptable behaviour
10. Briefly describe why it is important for children to be able to express their ideas and stories in
a variety of situations. Refer to the Early Years Learning Framework to guide your answer.
(Enter Response Here)
In the Early Years Learning Framework under outcome 5: it is given children are effective
communicators and it is crucial to belonging, becoming and being (Early Years Learning
Framework, 2021).
It is very important for children to express their ideas and feeling to make something which is
original for example a picture or a clay sculptures etc.
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it helps children to express their feeling more easily than using words. Providing children with
variety of forms to express their ideas and feelings helps a child in discovering different ways which
he can express himself.
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Assessor Feedback
I agree, Rosy.
Not all children can express their ideas verbally.
I appreciate that you have considered other ways that children can express their ideas.
References
Sciaraffa and et.al., 2018. Understanding and promoting resilience in the context of adverse childhood
experiences. Early Childhood Education Journa. 46(3). pp.343-353.
Andrade, C., 2019. Benefits of Play for the Social and Emotional Development of Children in
Kindergarten.
Sosnowy, C., Silverman, C. and Shattuck, P., 2018. Parents’ and young adults’ perspectives on
transition outcomes for young adults with autism. Autism. 22(1). pp.29-39.
Burchinal, M., 2018. Measuring early care and education quality. Child Development
Perspectives. 12(1). pp.3-9.
CHCECE007 Develop positive and respectful relationships with children Page 21 of 41

Samuel, S.R., Acharya, S. and Rao, J.C., 2020. School Interventions–based Prevention of Early‐
Childhood Caries among 3–5‐year‐old children from very low socioeconomic status: Two‐year
randomized trial. Journal of public health dentistry. 80(1). pp.51-60.
Chen and et.al.,, 2018. Age differences in stress and coping: Problem-focused strategies mediate the
relationship between age and positive affect. The International Journal of Aging and Human
Development. 86(4). pp.347-363.
Online reference
Early Years Learning Framework, 2021. Online available through<https://www.dese.gov.au/national-
quality-framework-early-childhood-education-and-care-0/earlyyearslearningframework>
Part B – Case Studies
Student instructions
 Read the following case studies and then answer the questions that follow.
 To answer questions accurately you may refer to applicable legislation including the National
Quality Standard and Education and Care Services National Regulations, along with the
Belonging, Being and Becoming – The Early Years Learning Framework, Early Childhood
Australia Code of Ethics, policies and procedures common to early childhood education and care
services, position descriptions detailing an educator’s duty of care responsibilities, and/or other
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sources such as professional readings along with the course textbook and identified key
resources.
 Ensure you acknowledge and cite your sources accordingly. This is important whether you use
your own words or quote the author’s words. For more information on referencing and
plagiarism, refer to the ‘Academic reference guide’ in the Student Handbook.
 When referring to workplace policies and procedures or position descriptions please submit with
your assessment to support your answer.
CHCECE007 Develop positive and respectful relationships with children Page 23 of 41

Case Studies
Case Study 1
Nasir (8 months) has just been left at an early childhood education and care service by his mother. He
is crying and very upset. Emma, Nasir’s primary caregiver, sits with him on her lap. She cuddles him
and gently rubs his back. ‘I know you are upset because mummy has gone. She’ll come back after
lunch.’ She continues to gently cuddle him.
After a short while Emma points and asks, ‘Would you like to go and see the mobile?’ She moves
over towards a mobile which reflects the light shining through a nearby window. ‘Look at the colours,
Nasir’ she says touching the mobile with her hand. ‘Can you reach the mobile too?’ she says looking
at Nasir. Soon Nasir has stopped crying and is ready to join the other children.
Complete the following:
1. Outline the positive communication strategies Emma used to respond to Nasir’s anxiety and
distress, and that ultimately helped him transition into care.
(Enter Response Here)
when Emma was talking to Nasir she named and acknowledged how Nasir was feeling. She also
used distraction as a strategy to help Nasir settle and reassured him that his mother will return.
While distracting him she also comforted him by cuddling him and rubbing his back and engaging
in talking,
2. Identify the nonverbal and verbal communication strategies Emma used.
Verbal
By assuring that his mother will return.
Engaging in talking with him and encouraging him to touch the phone.
Nonverbal
By comforting him bu rubbing his back and cuddling him.
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3. This question is in two parts. Please answer both a) and b) below.
a) Identify where in the case study you notice Emma providing a choice to Nasir.
(Enter Response Here)
After Emma acknowledging and reassuring how Nasir is feeling. She provides time to Nasir to settle
in and trust her and allowing him the choice to see and play with the phone.
b) Briefly explain why you think Emma attempted to involve Nasir in decision making from
such a young age.
(Enter Response Here)
After leaving of Nasir's mother he was crying and showing signs of distress. Emma validating
Nasir's emotions attempted to involve Nasir in decision making to develop a strong sense of well
being and belonging and comforted Nasir by asking small questions which helped in building trust
and giving him a sense of belongingness that he has choices.
4. In your own words, briefly explain why you think Emma may be “expecting” this kind of
behaviour from Nasir? In your answer state whether you think Emma responded
appropriately to Nasir’s anxiety and distress.
(Enter Response Here)
Emma may be expecting this kind of behavior because of some reasons
- it could be common drop of behavior as child grow and learn a bond with their parents.
- Nasir could be doing this ever since coming to care services.
I think Emma responded appropriately to Nasir's distress and anxiety by assuring and comforting
him until he settled in and felt safe.
CHCECE007 Develop positive and respectful relationships with children Page 25 of 41

Office use only
Assessor Feedback
Rosy, I am pleased to see your analysis of this Case Study.
Yes, Emma uses a variety of positive communication strategies when engaging with Nasir.
2. You have correctly identified the verbal and non-verbal strategies Emma used.
3. Well done! Involving children in the decision-making process does build children’s
confidence and independence.
4.Even though Nasir is young, I loved how Emma involved him so that he can learn this skill
for the future, and it shows Nasir that Emma views him as capable and competent, which
leads to the development of a trusting relationship.
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Case Study 2
Chris, the educator, is organising the children in the 3-5 year old room to go outside to play. He says
to a small group of children playing with clay, ‘Would you like to pack the clay away now, please?’
Cooper (aged 4 years 6 months) says, ‘No thanks!’
The service does not offer a simultaneous indoor and outdoor program, therefore all children are to
transition to the outdoor area.
Complete the following:
1. Why do you think Cooper said no to Chris?
(Enter Response Here)
I think he said no because he was enjoying playing with the clay and he thought it was question to
which he had a choice too.
2. What could Chris say to Cooper to encourage his cooperation to pack away the clay before
going outside?
(Enter Response Here)
Chris could have said,” Cooper, we all are packing up, it would be great if you could help us and
then we all can go out and play together.”
3. What might Chris say to the other children to acknowledge their choice to pack away the
clay?
(Enter Response Here)
Thank you everybody for helping in packing the clay away. You all must be proud of doing such a
great job.
4. What two choices might Chris offer Cooper so that he can make his own decision about his
play?
1. To offer him to come play outdoors with everyone.
2. Or continue playing with his clay.
CHCECE007 Develop positive and respectful relationships with children Page 27 of 41

5. What natural consequence might occur if Chris allows the children outdoors without packing
away the clay?
(Enter Response Here)
The clay could have dried out and childrens couldn't be able to play with it again.
6. Would you consider Cooper’s behaviour as concerning? Why or why not?
(Enter Response Here)
no, I don't find Cooper's behavior concerning. I think he was just enjoying playing with his clay. And
Chris should have given a clear instruction so that it wouldn't confuse Cooper that he had a choice.
7. Make a list of actions you would take to guide Cooper’s behaviour.
(Enter Response Here)
 Giving clear and concise instructions
 Listing the benefits of playing outdoors with everyone.
Office use only
Assessor Feedback
Rosy, I can see you have recognised that it is Chris (the Educator) who needs to reflect on
his practice here – not Cooper
By wording the instruction as a question, Chris unintentionally gave Cooper a choice and
Cooper chose no.
2. This is a good idea. Chris can encourage the children to think about all the things they
can do outside. Alternatively, consider how Chris can reword what he says to a positive
statement, for example, ‘Please pack away the clay Cooper as it is time to go outside.’ This
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gives Cooper a much clearer instruction that he has to pack away.
3. This is a great way to acknowledge the other children who have packed away. This
might even encourage & motivate Cooper to do the same.
4.This question is about being a creative and responsive Educator, Rosy
The Case Study explains that all children must go outside together – so it is critical that
Cooper join the group outside.
Chris could give Cooper the choice to either pack away the clay or another activity before
going outside.
5. Yes, the natural consequence here is that the clay will dry up and be unusable next
time.
6. I agree!
Cooper was given the opportunity to say no, as he was asked a question, so I don’t think
Cooper’s behaviour is concerning.
7.I agree. Providing children with notice prior to transitions is a good way to allow children
to finish off their play and prepare children for transitions. Also consider reframing the
question to a positive statement when a choice is not what is actually intended by the
educator
CHCECE007 Develop positive and respectful relationships with children Page 29 of 41

Case Study 3
A small group of children were playing in the home corner when Corrine, the educator, began to
sneeze and couldn't stop. Harley (aged 2 years and 11 months) stopped his play and looked at
Corrine. He paused for a moment then suggested that she go to the Doctor.
Corrine stated ‘Yes. That is a good idea – which way do I go to get to the Doctor?’ Harley pointed to a
chair which she then sat on. Mason (aged 3) stood by and observed for a few seconds before
grabbing a pretend medicine bottle (a salt shaker). He then placed it up to her mouth. Mason praised
Corrine when she pretended to drink it. 'Good boy' Mason said and repeated this action a few more
times before giving Corrine a great big smile.
'I got a sore eye' Harley said and sat down next to Corrine. Corrine showed concern on her face and
responded by saying ‘so, you have a sore eye – how did that happen?’ He smiled and explained to
her that a butterfly flew into his eye last week. Corrine responded ‘Oh dear – a butterfly flew into
your eye and now it is sore. I am glad you have come to the Doctors then.’ Harley nodded. Barry
(aged 2 years 5 months) came over rubbing his tummy and joined the patient area.
Doctor Hugo (aged 3 years) was busy assessing everyone; he informed Corrine that she was able to
go home and advised her that he had called an ambulance for Barry. He then stated ‘I have been in
an ambulance. It took me to hospital.’
Complete the following:
1. Identify where in the case study you notice the following things. Identify at least one
example for each point.
a) When does Corrine use nonverbal (body) language to show Harley she is listening?
(Enter Response Here)
By showing concern on her face.
b) When does Barry use nonverbal (body) language to show he is unwell as part of his
play?
(Enter Response Here)
By rubbing his tummy and joining the patient area.
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c) When does Corrine use active listening?
(Enter Response Here)
when Harley sat next to him telling him about his sore eyes.
d) When does Corrine use an open-ended question?
(Enter Response Here)
After Harley telling him he has sore eyes.
e) When does Corrine involve Harley in decision making and planning?
(Enter Response Here)
By asking her which ways she has to go to see the doctor.
2. Hugo shares a personal story with Corrine. Write a sentence that you could use to start a
conversation with Hugo about this.
(Enter Response Here)
What was your experience when you were in ambulance.
3. Describe how you do, or would participate in children’s play. In your answer identify what
should be considered before educators’ join in children’s games and play, and whilst they are
a play partner.
(Enter Response Here)
As an educator I would join in the skit by playing a patient role or something other. Also, I could be
encouraging the children when they perform their part of the skit so their confidence is boosted.
Also, by using encouraging words and non verbal gesture I could encourage the children.
CHCECE007 Develop positive and respectful relationships with children Page 31 of 41

Office use only
Assessor Feedback
1. You have completed question 1 well.
For c), Corinne demonstrates active listening by paraphrasing what Harley says about the
butterfly flying into his eye.
2. This is a great way to start a conversation with Hugo.
3. You have outlined some great points and examples here.
Just keep in mind that it is not necessary to always engage in children’s play.
Before joining their play, it is important to ask the children if you can join and not just join
it, as there is a possibility that by joining in you could interrupt their play.
Sometimes it is best not to join children’s play at all and just stand back and observe.
You can join children’s play if you are invited or if you can see the play is ‘stuck’ you can
ask to join in the play.
32

Part C – Project
To complete this assessment task, you will need access to a regulated early childhood education and
care service that provides care for children aged 0-5 years. This may be your own workplace or the
host organisation where you are completing work placement.
Log three conversations you have with children of different ages.
Provide a written log of the conversations, and ensure that a log is submitted detailing the verbal
exchange between yourself and a child for each of the following age groups:
 0-2 year olds
 2-3 year olds
 3-5 year olds.
At least one of your conversations must occur at a snack or mealtime and at least one conversation
must be initiated by a child or small group of children.
In your log also note the following points:
 length of time the conversation continued for
 whether the conversation was with an individual child or a group
 who initiated the conversation
 how the conversation was initiated
 if you initiated the conversation, how you knew that your expectations were appropriate
 how old the children were.
When completing this assessment task please ensure confidentiality is maintained by only using a
child’s first name in your log, and seek any required parental permissions before engaging with the
children in care.
Submissions must include contact details for the service, including the service’s name and full name
of the Director or Coordinator, and telephone number. Please note that the Assessor may contact
the Director or Coordinator to verify the completion of the task as outlined above.
 0-2 year olds
(Enter Response Here)
Anna was a 15 months old child who was left by her mother at the care services. She was crying as
her mother left. So I went upto her and tried to reassured her that her mother will return soon. I
tried to comfort him and asked, “would she like to play with toys and pointing towards the toys.”
as I moved towards the toys and with the colourful appearance of the toys, Anna stopped crying
and was enthusiastic to play with the toys which helped her in getting settled in .
 2-3 year olds
CHCECE007 Develop positive and respectful relationships with children Page 33 of 41

(Enter Response Here)
Lee a 3 years old boy who was sitting in the corner and having his lunch. I saw him and went
towards him and asked him, “what he has brought for lunch?” he then answered me he has
brought some fries and fruits and some carrots. I further asked him,” what is his favourite fruit?”
he joyfully answered to me that he like mangoes very much and today his mother has given him
mangoes only. I talked with him for about 10 minutes which helped me in getting to know him
better.
 3-5 year olds
(Enter Response Here)
During the play time three boys came upto me and iniated a conversation and asked me a question
that “why it is important to read books'. So with a smiling face I answered them if they read books
then their imagination will expand and also they will learn new words and new things.
Conversation Log
Child’s Name: Anna Child’s Age: 15 months
Length of time the conversation continued for. 15 mins
Start time: 9.30 am
End Time: 9.45 am
Conversation was initiated by: (child or adult)
adult
How was the conversation initiated?
Anna who was left by her mother at the care services. She was crying as her mother left. So I went
upto her and tried to reassured her that her mother will return soon.
If you initiated the conversation, how you knew that your expectations were appropriate
as after my conversation she stopped crying.
Start the conversation log here:
I tried to comfort him and asked, “would she like to play with toys and pointing towards the
34

toys.” as I moved towards the toys and with the colourful appearance of the toys, Anna stopped
crying and was enthusiastic to play with the toys which helped her in getting settled in .
Conversation Log
Child’s Name: Child’s Age:
Child’s Name: lee
Length of time the conversation continued for. 10 mins
Start time: 11:00 am
End Time: 11:10 am
Conversation was initiated by: (child or adult)
adult
How was the conversation initiated?
Lee who was sitting in the corner and having his lunch. I saw him and went towards him to initiate
a conversation.
If you initiated the conversation, how you knew that your expectations were appropriate
While I was talking to him his responses were very joyfully that pointed towards that my approaches
were appropriate.
Start the conversation log here:
I saw him and went towards him and asked him, “what he has brought for lunch?” he then
answered me he has brought some fries and fruits and some carrots. I further asked him,” what is
his favourite fruit?” he joyfully answered to me that he like mangoes very much and today his
mother has given him mangoes only. I talked with him for about 10 minutes which helped me in
getting to know him better.
CHCECE007 Develop positive and respectful relationships with children Page 35 of 41

Conversation Log
Child’s Name: Child’s Age:
Length of time the conversation continued for.
Start time:
End Time:
Child’s Name: joey, Jay and Chandler
Length of time the conversation continued for. 15 mins
Start time: 10:45
End Time: 11:00
Conversation was initiated by: (child or adult)
childrens
How was the conversation initiated?
During the play time three boys came upto me and iniated a conversation and asked me a question
If you initiated the conversation, how you knew that your expectations were appropriate
Start the conversation log here:
they asked me a question that “why it is important to read books'. So with a smiling face I
answered them if they read books then their imagination will expand and also they will learn new
words and new things.
36

Rosy, please be sure to ADD your centre and director details, as outlined in the
instructions (if the assessor needs to verify)
Centre Name:
Centre Director/Nominated Supervisor:
Centre contact email/phone number:
Office use only
Assessor Feedback
I appreciate your efforts here Rosy.
There are some details that have been missed.
CHCECE007 Develop positive and respectful relationships with children Page 37 of 41

This task is a great opportunity to prepare you for Work Placement.
It asked you to record a conversation.
Did you get a chance to access the Additional Resources in OPEN SPACE which goes
through the requirements for this project?
It will be to your benefit to watch the webinar. There is an example of a conversation with
a 14-month-old.
As younger children’s language is limited, it is important to log their actions, as this
contributes to the verbal communication they express.
Take a few minutes to read:
 Online reading 2: Gable, S 2003, Communicating effectively with children,
University of Missouri Extension.
https://extension.missouri.edu/publications/gh6123
38

When writing a conversation log, it is important to write down exactly what was said
during the conversation and not just provide a summary of the conversation.
For example:
Educator: Hello Cooper. What have you got there?
(Child) Cooper: This is my truck from home.
Educator: Wow! I like your truck. What can you do with it?
Educator:
(Child):
Office use only
Assessment Feedback
Trainer & Assessor
Georgina Antoune
Date
26th October 2021
Result
Not Yet Satisfactory
Assessor Comments and Marking
CHCECE007 Develop positive and respectful relationships with children Page 39 of 41

Office use only
Assessment Feedback
Trainer & Assessor
Georgina Antoune
Date
26th October 2021
Result
Not Yet Satisfactory
Hello Rosy,
Thank you for the effort you have put into this assessment submission.
For your own reflective practice, I would encourage you review Case Study 2 and the critical role Educator’s play in
supporting children’s behaviours.
I hope you find my feedback supportive as you prepare to resubmit this assessment.
Your Learner Guide and textbook have valuable readings.
Here are a few learning TIPS to consider:
 Link your responses to either NQF/NQS/ Code of Ethics/ Rights of the Child/EYLF
 Add an example of daily practice (what could this look like in your teaching practice)
 The Assessments and the Learner Guides are closely linked – so look for the PATTERNS.
You will not need to access popular online forums like Aussie Childcare Network – where the
temptation is to copy & paste the answers.
 Ensure your insert your full name and student number on every assessment
Before uploading – do a final review of your assessment for spelling, grammar and correct
numbering.
All the best as you progress through the course.
Georgina.
INSERT YOUR RESUBMISSION IN THIS DOCUMENT
Please send me a message in OPEN SPACE letting me know you have resubmitted,
and I will make it a priority to mark this for you.
40

Office use only
Assessment Feedback
Trainer & Assessor
Georgina Antoune
Date
26th October 2021
Result
Not Yet Satisfactory
RESUBMISSION: Assessor Comments and Marking
Withheld or Incomplete comments ONLY section:
When you resubmit, it is IMPORTANT to use the original marked assessment.
Do not delete, edit or change your original answers.
This is to ensure validity and fairness.
Please insert your responses where directed.
Part C – Project
CHCECE007 Develop positive and respectful relationships with children Page 41 of 41