CHCECE007 Develop positive and respectful relationships with children

This document provides information about the assessments for the unit CHCECE007 Develop positive and respectful relationships with children. It includes short questions, case studies, research activities, personal/reflective journal, third party observation, work place observation, and portfolio. The document also includes strategies for effective interaction techniques with babies, toddlers, and preschool-aged children.

CHCECE007 Develop positive and respectful relationships with children
Assessment
To achieve a competent result for this unit you must satisfactorily complete all the assessments
requirements listed below.
Assessments for this unit are as follows:
Assessment Number Type of Assessment Description and location
Assessment 1 Short
Questions/Multiple
Choice
Questions/True or
False
There are short questions found in this booklet.
You will be given the opportunity to respond to each
question in your own words in a written format. In
special cases you may respond verbally.
Assessment 2 Case
studies/Scenarios
There are Case studies/scenarios in this booklet. Read
the case studies given and answer the questions that
follow. Use your own words in answering these case
studies.
Assessment 3 Research Activity There are research activities found in this booklet. You
are required to research the topic and respond to each
question in your own words in a written format. In
special cases you may respond verbally.
Assessment 4 Personal/Reflective
Journal
Instructions for the journal are in the supervised work
placement booklet
Assessment 5 Third Party
Observation
Will be performed by the workplace supervisor while the
student is on Work Placement.
Assessment 6 Work Place
Observation
Your workplace supervisor observes you in the work
place setting demonstrating the practical application of
the skills and knowledge that you have gained in relation
to these units. Your supervisor is required to observe
you performing tasks in the workplace using the
checklist provided in the third party report. During the
observation your assessor will make a judgment as to
whether you have met the required skill level for the
qualification, or if further practice is required.
Instructions and checklist for work placement are in the
supervised work placement booklet. When an assessor is
unable to visit the workplace they shall liaise with your
workplace supervisor to confirm your ability to perform
the tasks as part of the training package.
Assessment 7 Portfolio In your portfolio you should collect information relevant
to the unit such as the Children’s Developmental Stages,
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Playground policies etc.
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Instructions to the Student
Please read all the information given to you before you start any assessment task. If you do not
understand some or all of the questions, please ask your trainer/assessor for assistance.
Attempt to answer ALL questions in your own words on the assessment paper provided. The questions
are designed to assess your understanding of the unit as well as your underpinning knowledge.To
satisfactorily complete this assessment task you are required to complete the whole assessment. To do
this you will need to answer all questions correctly and demonstrate you have achieved the required
knowledge to industry standards. This assessment is intended to be fair and flexible. If you feel that we
should change any aspect of this assessment to be fair, equitable or flexible, immediately contact your
assessor who will attempt to make alternative arrangements.
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Assessment Tasks Outcome
Unit: CHCECE007 Develop positive and respectful relationships with children
Student ID: Click here to enter text.
Student Name: Click here to enter text.
Assessors Feedback
Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy
must be supplied to the office and kept in the student’s file with the evidence.
Tasks included in submission
Assessment
Tasks
Title Satisfactory/
Not yet
satisfactory
Assessor
Signature
Date Re-submission
Satisfactory/ Not
yet satisfactory
Short Questions Assessment 1
Case Studies 1-3 Assessment 2
Research
Activity 1
Assessment 3
Satisfactory Not Yet Satisfactory
Assessor Signed: Assessor Name: Date:
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Assessment 1
Short Questions
1. Each of the strategies listed below demonstrate effective interaction techniques Educators use
when responding to and communicating with babies and toddlers.
In the table below, match each scenario to the strategy the Educator is using.
Ans. Scenario Effective Interaction Strategy
a.
Kai says “Dat a tat”
Educator: “Yes, that’s right Kai that is a cat.”
a. Repeat and reinforce verbal
communication.
b.
The Educator sits Thomas (5months) facing her on her
lap.
Educator says “Hello Thomas, Have you had a nice
sleep?”
Thomas babbles.
Educator responds, “Oh that’s so interesting Thomas.”
The Educator pauses before saying, “Are you ready for
a drink?”:
b. Make eye contact, take turns in
back- and-forth conversation.
d.
Mattie says “Me put dolly to bed.”
Educator responds, “That’s right, Mattie, you did put the
doll to bed.”
c. Use non-verbal communication to
encourage communication.
c.
The Educator smiles and nods her head in response to
babies’ facial gestures.
d. Model correct language rather than
correcting errors.
Each of the strategies listed below demonstrate effective interaction techniques Educators use when
expanding communication and sustaining conversations with toddlers.
In the table below, match each scenario to the strategy the Educator is using.
Ans. Scenario Effective Interaction Strategies
B. The Educator points to the helicopter as it comes into sight,
“Look Saqr, a helicopter!”
a. Link words with child’s actions.
c. Educator gives clear instructions “Put the book on the shelf b. Look at, point to and label objects.
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please Ben’ and ‘Put the doll in the basket.”
d. Educator “That’s right Aidan, the key goes in the lock. Good
thinking!”
c. Use shorter phrases with toddlers
to assist understanding.
a. Educator “Are you putting the teddy under the bed Tilly?” d. Link language and thinking.
Each of the strategies listed below demonstrate effective interaction techniques Educators use when
engaging positively with preschool aged children.
In the table below, match each scenario to the strategy the Educator is using.
Ans. Scenario Effective Interaction Strategies
c. Educator says to Mitch (4years) “Tell me Mitch, how did
you make your garage?”
a. Ask open-ended questions to
encourage conversation.
d. As Perri (4 years 5 months) is talking about her weekend
visit to Nanny and Poppys. The Educator looks at Perri,
nods, smiles and occasionally makes a comment.
b. Provide children with specific
feedback about their actions.
A. Educator says to Kip (4years 3 months) “How did you
know how to do that?”
c. Encourage child to describe their
ideas or actions.
B. Educator says to Sari (3 years 9 months) “Sari I like the
way you’ve used all of the blue dots to decorate the
roof.”
d. Model active listening skills.
2. Write what you could say in response to the following children’s attempts to communicate
with you.
What the child said What would you say?
“Guess what. My mum got a new car.” That is wonderful. Did you go for a drive?
“I’m looking for a big piece of blue paper.” That is right there in the cupboard. I am sure you are
making something interesting.
“Do you think there are fairies in our I want to know what do you think dear?
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garden? My dad says there’s no such thing
as fairies.”
“My Grandpa had another heart attack.”
Oh I am so sorry dear. Is he doing fine now?
“Look what I’ve made with the playdough. It
goes round and round.”
That is amazing. Can I see it?
3. Rewrite each question so that it’s an open-ended question, inviting more than a single
word response.
Question Open-Ended Question
What colour is your new bike? Tell me about your new bike.
Are you helping mummy with your baby
brother?
Are you helping mummy
Do you want ham and pineapple on your
pizza?
What do you want in your pizza
Can you see the aeroplane? What do you see
Are the tomatoes ready to pick? How are the tomatoes
Did you have a nice weekend with Nanny
and Poppy?
How was your weekend
Can your dog do tricks? Click here to enter text.
4. Match each of the following Educator strategies with how it supports the development of
positive relationships.
Ans. Educator’s Strategy How it supports development
D. Recognising and responding
promptly to a child’s emotional
a. Allows children to have a sense of control over
their environment and to anticipate routines
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cues. before they occur.
C.
Responding to and comforting
children when they are upset or
hurt.
b. Children need support to understand that each
person is entitled to express their feelings (in a
socially acceptable manner) even if these
feelings are different to their own.
a.
Providing predictable and
consistent routines that allow the
child to feel a sense of security.
c. Lets the child know that the adult is sympathetic
to their needs and is emotionally available to
respond to these needs.
e. Talking about feelings and the
feelings of others.
d. Supports the child’s development of trust and
sense of security.
b.
Helping children to express their
emotions in socially acceptable and
age-appropriate ways.
e. Helps children understand that others
experience feelings similar to their own.
Match each scenario to the most appropriate Educator strategy for supporting toddler’s emotional
development.
Ans. Scenario Strategy
b. Toddlers Cam and Zen are screaming
‘mine’. Both have their hands on a truck,
and both want it.
a. Gently encourage and support self-
control.
A Pran (16 months) often takes food from
others during morning teas and lunch.
Today he has managed to get through
lunch without taking food from others.
b. Carer intervenes and spends time playing
with children.
d. Liam (2 years 7 months) likes to attempt to
dress/undress himself. This can take quite
a long time.
c. Promote positive behavior by having
realistic expectations.
e. Kirra (20 months) is trying unsuccessfully to
dress the doll. She is becoming increasingly
d. Avoid hurrying children.
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frustrated and starts to stamp her feet.
C Misha (10 months) tips the contents of her
plate onto the floor.
e. Catch children when they are behaving
well.
5. The following photographs show children engaged in typical play experiences.
For each experience write one open-ended question and one suggestion that could be
used to encourage continued conversation/interaction.
Play Experience
Over the fence: The Educator holds the ladder
while Cory looks over the fence.
Question: What do you see
Suggestion: ask the child about the scenery
Hide & Seek: “We’re hiding!”
Question: What is the place like
Suggestion: Ask the child to describe the scenery and the
nature
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Dinosa
urs: Anshul creates a dinosaur habitat.
Question: What is this wonderful thing that you have created
Suggestion: Ask the child what did he think while creating
the habitat
Rukan (3years) tells the Educator: “We made
a big, big bowl of ‘p’sketti’.(spaghetti)”
Question: What would you like to do with it?
Suggestion: check on the motive of the child
Question: Oh! What are you making with the rocks?
Suggestion:
Maintain eye contact and point to the rocks
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Drew (18months) piles the rocks together.
6. Look carefully at the examples of Educator’s engaging with children in their play and answer the
related questions.
a. James
The Educator is encouraging James to look closely at the picture of the puzzle before attempting
to complete it. The Educator asks James a series of questions as they explore the picture of the
Eiffel Tower. The Educator refers to colours, shapes, outline, lines, top, bottom and sides.
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Explain how the interaction will assist James to formulate a plan to complete the puzzle.
Naming the colour, shapes and the lines would help James create a ‘map’ of the puzzle in his
head as he explores to complete it. The educator is facilitating the same.
b. Cooper
The Educator is playing alongside Cooper. The Educator has taken on the role of doctor and is examining
the doll who Cooper says needs an operation on her head.
Educator: “I’ll just listen to her heartbeat with the stethoscope. Mmm, not sounding too good. I think you
may be right Cooper. She may need an operation. Have you checked her temperature?”
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Explain how the Educator in is supporting Cooper’s ideas and learning in this role-play situation?
The educator is encouraging cooper’s ideas, helping him consolidate knowledge and facilitating
Cooper’s learning in partner, collaborative manner.
c. Asher
The Educator leans in to listen to Asher share his ideas about the story which she has just read to the
children.
Explain how the Educator is demonstrating respect for Asher’s contribution to the story?
The educator has stopped down to Asher’s height and is maintaining the same head level. This
way, Asher can relate to his educator more and feel comforted.
Tick the four statements that describe the Educator interactions in the above series of photos.
Educator’s Interactions
Are warm and respectful. tick
Show little interest in the children’s knowledge.
Demonstrate genuine interest in the children. tick
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Demonstrate lack of patience with the children.
Promote thinking and problem-solving. tick
Support children’s self-esteem and self-confidence. tick
7. Quality Area 6 of the National Quality Standards provides educators with guidelines and
instruction on how to establish and maintain effective relationships with children and families and
how to reflect the culture and practices of their local community.
Read the following Standards and identify what each standard aims to achieve?
National Quality Standard How does the standard support quality education
and care?
Standard 6.1 - Respectful, supportive
relationships with families are developed and
maintained.”
Children’s families should be collaborated with for
the simple fact that other than school – the child
spends most of his or her time at home. Whatever
learned at school – should be repeated and
facilitated at home too, for a better learning
outcome.
Standard 6.2 - Families are supported in their
parenting role and their values and beliefs
about child-rearing are respected
This is important in order to make the child
culturally competent and promote a culturally rich
practise overall.
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Standard 6.3 - The service collaborates with
other organisations and service providers to
enhance children’s learning and wellbeing
This is done to develop a sense of cultural and
environmental diversity in the student. This also
promotes adaptability and habituation.
8. For each of the following examples, suggest an appropriate Educator response.
Emotional Response Appropriate Educator Behaviour
Withdrawal in a preschool age child. Social withdrawal can be handled with intervening
with inter-personal empathy building exercises
and getting the child habituated with environment
and friends.
Outburst of anger followed by sobbing in
a toddler.
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By proximity, verbal consolation and supporting of
the child’s self-esteem.
An infant crying. Touch, eye contact and proximity interventions.
Non-verbal techniques and dealing his or her
emotions with respect would be helpful.
9. List five considerations Educators should make when organising the environment and
resources in a manner which will reduce children’s stress and frustration?
1.Removal of negative environmental stimuli (Hunnikin 2019).
2. Removal of certain behavioural triggers
3. offer materials of child's interest
4. Gradual change for a smooth transition.
5. Child's age and developmental psychology (Morss 2017) should be considered.
6. List five daily management strategies Educators can use to support pro-social behaviour
and help prevent children’s stress and frustration.
1. Promoting Positive behaviour
2. Identifying children needs
3. Developing self-esteem (Gurney 2018) and self -confidence.
4. By removing negative biases and facilitating positive actions
5. Art therapy and mindfullness
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7. Name the standard that relates to children’s behaviour in The Early Years Learning
Framework for Australia - Belonging, Being and Becoming, Australian Government
Department of Education, Employment and Workplace Relations (2009).
Guide to the National Quality Standard (pp. 123-144), ACECQA (2011).
In reference to the EYLF name the Learning Outcome and Indicator that relates to Children’s
behaviour?
Early year’s learning framework assists in cognitive and psychosocial development
of the child that again helps in positive behavioural exhibition.
8. Read each scenario and select the most appropriate Educator response to support the
toddlers’ emotional development.
Ans. Toddler Scenarios Educator response
e. Toddlers Cam and Zen are screaming ‘mine’. Both
have their hands on a truck, and both want it.
a. Catch children when they are
behaving well.
d. Pran (16months) often takes food from others
during morning tea and lunch. Today he has
managed to get through lunch without taking food
from others.
b. Avoid hurrying children.
b. Liam (2years 7 months) likes to attempt to
dress/undress himself. This can take quite a long
time.
c. Promote positive behaviour by having
realistic expectations.
a. Kirra (20months) is trying unsuccessfully to dress
the doll. She is becoming increasingly frustrated and
starts to stamp her feet. dress the doll.
d. Gently encourage and support self-
control.
c. Misha (10months) tips the contents of her plate onto
the floor.
e. Educators intervenes and spends
time playing with children.
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9. The strategies listed below are some of the ways we can guide children’s behaviour
positively. For each strategy briefly explain, in your own words, what each one means.
Strategy Description
Modelling behaviours. The educator act as role model for observational learning
Use words and actions. Verbal strategy in association with vicarious role modelling
helps in active listening and active, accurate response.
Explain. Click here broaden the ideas of the child.
Be firm when you need to be. Operant conditioning and elimination of negative behaviours
Give choices and empower
children appropriately.
Helps in building self-confidence, self-esteem and facilitates
learning
Avoid encouraging ‘hollow’
gestures. Meaningful gesture promotes non-verbal skill development.
Try to avoid power struggles. Avoiding confrontation is vital as it negatively reinforces a child
to withdraw completely.
Acknowledge desirable
behaviour.
Acknowledging helps in developing a child’s self-confidence
and esteem.
14. How can you communicate positively with children at mealtimes?
The educator should talk about the food and its nutritional value. By encourage proper
eating and drinking habits.
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15. How can you encourage children to respect similarities and differences between each
other?
This can be done by engaging the student into stories and broadening their knowledge
of diversity. Giving factual skills and removing biases are very important.
Assessment 2
Case Study 1
Read the scenario below and answer the related questions.
Where are the Chickens
Ellie: “We can’t see the chickens.”
Hannah: “I think they must be asleep.”
Ellie: “Can we look in their house?”
Educator: “We sure can, as long as we are very quiet so that we don’t frighten them.”
Educator: “I’ll open the door very quietly.”
Ellie: “There they are. They’re not asleep. What’re they doing?”
Educator: “What do you think they’re doing Hannah?”
Hannah: “I think they’re just relaxing in their bedroom.”
Ellie: “Yeah!”
Ava: “Now they’re going downstairs.”
Educator:“Let’s close the door and go around the other side so that we can see them.”
Ellie: “Here they come. Hello chickens. We can see you now!”
Ava: “They’re having their breakfast. We putted some food in there for them before.”
Educator: “Yes, I saw you putting their food pellets on the straw for them to peck.”
Hannah: “Their food smells!”
Educator: “I wonder what sort of food is in their pellets.”
Ellie:“Well I think it must be grass ‘cause they peck the grass.”
Educator: “Good thinking Ellie.”
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Hannah: “I think it might be poo. (everyone giggles)”
Educator: (laughs)” It does smell a bit like poo.”
Ellie:“I think it might be seeds ‘cause at my Poppy’s we give them seeds.”
Educator:“Maybe those seeds are wheat. You’ll have to ask your Poppy Ellie. Maybe your Poppy will let you bring
some seeds in to show us.”
Hannah:“I’m glad we don’t have to eat chicken pellets!”
Ava: “Me too!”
How were the interactions between the children and the Educator initiated?
The children were looking for the chicken that they could not see from outside. The educator
asks everyone to be quiet so that she can open the door.
What information (knowledge) did the Educator provide the children during this interaction?
The chickens are yellow and might get frightened if they make noise. She gives them
information about the food pellets by encouraging Ellie to answer.
How did the Educator sustain the interaction?
The educator sustains the conversation by continuous prompting and encouraging the children’s
ideas. She encourages and supports everyone this way by enhancing their critical thinking and
problem solving skills.
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Case Study 2
Read the scenario below and answer the related questions.
What did the Educator do to initiate interactions with Ollie?
The educator initiated interaction with Ollie using space and touch cues followed by continuous
addressing of Ollie by his name.
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What did the Educator do to engage Ollie in conversation?
The educator talks about Ollie’s mother who is an important person to him and continuously
uses his name to promote self-identity in the infant.
How does the Educator help Ollie to feel secure?
By rocking Ollie in her lap, the educator make Ollie feel secure.
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Case Study 3
Read the scenario below and answer the related questions.
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What does the Educator do to make every child feel ‘special’ and included?
By taking everybody’s name and mentioning what she has saw them doing. This gives each
child a feeling of attention and this also make them feel special.
How does the Educator engage the children in the story time session?
By choosing their favourite story and picture props for a monkey rhyme – the educator keep the
children engaged for they already know the story and it is already in their likings.
Explain why the Educator does not ask Milly to sit down but allows her to stand nearby?
The educator promotes Milly’s sense of self responsibility and free will to browse around while
listening to the story. This would nurture her normal brain and emotional development.
The Educator has a system which allows each child in turn to suggest a song/rhyme for the group
to sing. How does this support the children’s sense of belonging?
The child is immensely helped by this system when he or she gets to a song or rhyme for an
entire class. This promotes self-esteem, self-perception, group and self-identity and fulfils the
child’s belonging needs.
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Assessment 3
Research Activity 1
Read and research your answers to the following.
Well. It’s not me!
It is mid October and the 4 – 5 year old group at Blue Bay Childcare Centre are all moving on to ‘big
school’ next year. Recently, the educators have struggled with a rise in the amount of unacceptable and
very challenging behaviours. The issue is raised at a staff meeting and several suggestions are made
about how the children’s behaviour could be managed and what should be the consequences for
unacceptable behaviour. Then, it is suggested that the children be consulted and involved in the process.
Lisa, the Room Leader, is excited by this idea and decides to implement it straight away!
The next day, Lisa introduces a discussion with the children at Group Time. She begins by saying “You
know, lately there has been lots of behaviour that is against our rules. We have seen children hurting
each other and making other children get upset.” Several of the children call out things like “Yeah. Well
it’s not me!” or “Max is the one who does it all!”
Lisa says “Well, Sophie (the other educator in the room) and I have decided that we are going to ask for
your help to fix the problem. Do you think you can do that?”The children agree so Lisa moves on. “Good.
The first thing we need to decide is what behaviour is not allowed here. You tell me what you think and I’ll
write it on this big piece of paper I have here. Then we’ll have a list of ‘rules’, ok?”
Identify the quality practices being used by Lisa and the staff at this centre?
According to quality guideline for disruptive classroom behaviour – the educators do not apply a
teacher-centred approach and rather, they use a student centred intervention – empowering the
children to decide for themselves. They promote collaborative and shared decision making in
the children as well as problem solving skills.
What do you think Lisa would do next in this discussion?
Lisa will jot down all the children feedbacks and then help them relate the issues with the rules.
Once, the association has been done – the children will realise the ‘gaps’ themselves that they
need to bridge.
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Research and identify the benefits from this type of approach to behaviour management.
The benefits are – 1) Positive classroom behaviours 2) Smooth transitions 3) Shared-decision
making. 4) Collaborative behaviour 4) Understanding the similarities and differences amongst
each other. 5). Empathy and harmony development in the class.
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References
Gurney, P.W., 2018. Self-esteem in children with special educational needs (Vol. 28).
Routledge.
Hunnikin, L.M., Wells, A.E., Ash, D.P. and Van Goozen, S.H., 2019. The nature and extent of
emotion recognition and empathy impairments in children showing disruptive behaviour referred
into a crime prevention programme. European child & adolescent psychiatry, pp.1-9.
Morss, J.R., 2017. The biologising of childhood: Developmental psychology and the Darwinian
myth. Routledge.
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