CHCECE007 Develop positive and respectful relationships with children

CHCECE007 Develop positive and respectful relationships with children
Assignment Cover Sheet
PLEASE USE BLOCK LETTERS WHEN COMPLETING THIS FORM
Personal Details of Student
Student
Name
Student
Number
Assignment Details
Assignment Title Knowledge Assessment
Assignment number (if
applicable)
Unit Code (e.g. HSBH1006) CHCECE007
Unit Name Develop positive and respectful relationships with children
Trainer’s Name:
Trainer’s Email:
Due Date: Submission
Date:
Declaration:
I declare that:
(Please tick all applicable boxes)
 This assessment is my own work, based on my own study and research and no part of it has been copied
from any other source except where I have appropriately cited the original source.
 If this assessment was based on collaborative/teamwork, as authorised by the trainer, I have not
submitted significantly the same final version of any assessment material as another student.
 I have not previously submitted this assessment or any part of this assessment for this or any other
course/unit.
 I have kept a copy of my assessment.
 I give permission for my assessment response to be reproduced, communicated, compared and archived
for the purposes of detecting plagiarism.
 I have read and understood the information on plagiarism, as stated in the Student Handbook.
Acknowledge by: (Student Name) (Signature)
(Date)
FOR THE TRAINER:
Please complete the following section:
I have marked the assessment/s and confirm:
Results :
Knowledge Assessment Satisfactory Unsatisfactory
Practical Assessment Satisfactory Unsatisfactory
Overall Assessment Competent Not Yet Competent
Trainer’s Feedback
Trainer’s Signature Date
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CHCECE007 Develop positive and respectful relationships with children
Instructions to Student:
The aim of this assessment is to assess your skills and knowledge that are required for this unit. Use
the Learning Resources that the Trainer provides you and also your Trainer to assist you in
completing this booklet with accuracy.
This section of the assessment incorporates the unit scope, underpinning knowledge, critical
aspects and the appropriate employability skills. This assessment can be given as a self-paced
written assessment, administered orally by an assessor or a combination of both. Whichever
method is used, the answers to the questions will be recorded on this assessment schedule.
The Student must complete ALL questions correctly. If an answer is not correct, the Assessor
must investigate the level of understanding. The Assessor will then document any discussions in the
Assessor Box provided at the bottom of each page. If the Assessor asks any additional questions,
these will be documented in the Assessor Box and include the Student's answer.
If the Student does not demonstrate the required underpinning skills and knowledge, then the
Student is deemed not yet competent in this unit. Some possible solutions to achieve competence
are:
• Any incorrect questions may need to be completed again and re-submitted
• Additional training may be required
• Additional research may be required
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CHCECE007 Develop positive and respectful relationships with children
Knowledge Assessment
To be completed by the Student)
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.
Scenario Effective Interaction Strategy
(d) 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 (5 months) 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.
(a) 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.
2. 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.
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 please Ben’ and ‘Put the doll in the
basket.”
b. Look at, point to and label
objects.
(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.
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CHCECE007 Develop positive and respectful relationships with children
Assessor Notes:
3. 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.
Scenario Effective Interaction
Strategies
(c) Educator says to Mitch (4 years) “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 (4 years 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.
4. 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.”
“What does it look like? What is the colour of the
car? Could you please describe it to me?”
“I’m looking for a big
piece of blue paper.”
“Let us both try to find it. Hope that would get you
the piece of paper in a shorter time. Did you look
for it at the study table?”
“Do you think there are
fairies in our garden?
My dad says there’s
no such thing as
“The existence of the fairies has been under
question. They might or might not exist in this
world. We could do something. We could try to
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CHCECE007 Develop positive and respectful relationships with children
fairies.”
find out whether the fairies do exist. Thus, we
could even find out whether your father is right.
What do you think, should we?”
“My Grandpa had
another heart attack.”
“That was such a sad news. We should pray to God
for his recovery. Do not worry they say God
listens to the prayers of His loved ones.”
“Look what I’ve made
with the playdough. It
goes round and
round.”
“that is wonderful. The playdough helps you to
create any shape that you like. Let us try to
make some more. You can even make a cube out
of it or a star. Do you want to try and make them
too?”
Assessor Notes:
5. 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?
Tell me about your baby brother and your mother.
Do you want ham and pineapple
on your pizza?
Tell me how do you like your pizza.
Can you see the airplane? Tell me about the airplane that you see.
Are the tomatoes ready to pick? Tell me about the tomatoes ripening.
Did you have a nice weekend
with Nanny and Poppy?
Tell me about the weekend that you spent with Nanny
and Poppy. Did you enjoy?
Can your dog do tricks? Tell me about your dog. I would like to hear more about
your furry friend.
6. Read the scenario below and answer the related questions
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EXAMPLE

CHCECE007 Develop positive and respectful relationships with children
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.”
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!”
a. How were the interactions between the children and the Educator initiated?
The interaction between the children and the educator were initiated through a condition
wherein the children had put forth their wish to have a look at the chickens. The educator
had introduced herself into the scenario and helped the students to have a closer look at
the chicken.
This type of initiation of the conversation helps the children to take active part in the
conversation that has been going on. This in turn would help the children to open up to
their peers and their teachers on the topics that they might interest them.
b. What information (knowledge) did the Educator provide the children during this interaction?
The educator is seen to open the enclosure wherein the chicken had been present. She points
out to the children that they should be quiet enough and careful so that they might not scare
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CHCECE007 Develop positive and respectful relationships with children
the chicken who had been present in that shelter. The children seem to be excited to have a
look into the daily activities that the chickens are involved in. The educator provides them
with an insight into the daily activities of the chickens from a backdoor that is situated in the
rear side of the shelter. The educator provides them with the information that they need while
allowing them an insight into the shelter. The educator provides the students with the further
information about the food that should be offered to the chicken. The educator also helps the
students to put forth their thoughts on the content of the food that is offered to the chicken.
The educator is observed to be awarding a child with recognition when the child puts forth the
fact that the chicken food pellets might contain grass on the basis of her observation. The
educator tends to keep the conversation lively by agreeing to the fact that the food pellets
that have been offered to the chicken do smell bad. The educator also shares information
with the students regarding the type of food that might be present in the food pellets. The
educator suggests that the seeds that might be offered to the chickens might be wheat seeds
and asks the concerned student to bring some to class so that the other children might also
have a look at them.
c. How did the Educator sustain the interaction?
The educator is observed to have been encouraging the students with the ideas that they
have been putting forth through their conversation. The educator seems to put forth some
information that might help the children to continue with the conversation that they have
been involved with. The educator is observed to have been putting forth the information
that the students might be needing about the daily activities in the life of a chicken.
Assessor Notes:
7. Read the scenario below and answer the related questions.
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CHCECE007 Develop positive and respectful relationships with children
Ollie
The Educator lifts Ollie up above her head. “Hello beautiful boy.” Ollie laughs, “You like that don’t
you. You like being up in the air!”
The Educator sits Ollie on her lap and continues to talk to him. “Your mummy said you kept her
awake all night. Ollie laughs. Oh you think that was funny do you Ollie? I don’t think mummy
thought it was funny. Did you have a pain in your tummy Ollie? You’ll have to have a big sleep
today so that you’re nice and relaxed tonight.”
As the Educator talks to Ollie she pauses, waits for him to respond and then continues. As she is
talking Ollie babbles and smiles at the Educator.
“Look Ollie here’s the caterpillar. You like the caterpillar don’t you. It makes crunchy sounds.”
Ollie laughs and grasps the caterpillar.
a) What did the Educator do to initiate interactions with Ollie?
The educator, in this case, maintained an eye contact with Ollie. This helped the educator to
hold the attention of the toddler. The educator lifts the toddler to a certain height and then
brings him down again this swinging action helps the educator to establish a certain
connection with the toddler. The toddler is seen to be enjoying the company of the concerned
educator and is comfortable around her. This helps the educator to continue with the
interaction with the toddler, Ollie and thus making attempts to initiate communication from the
toddler too.
b) What did the Educator do to engage Ollie in conversation?
The educator initially lifts Ollie over her head and then brings him back down to her lap. This
creates a certain sensation in the toddler that leads him to laugh. The educator then settles
him down onto her lap and continues to interact with him which earns the educator some more
laughs and giggles from the toddler. The educator gives Ollie a chance to reciprocate to her
words by stopping in the middle of the conversation. The toddler, Ollie, responds to this silence
by babbling and smiling at the educator. The educator then attempts to help Ollie to get
involved with this play things by helping him reach out to them. The toddler reciprocates to
this too by laughing and grasping at the toy. This indicates the cordial relationship that exists
among the educator and the toddler.
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