CHCECE007 Develop Positive and Respectful Relationships with Children: Theory Tasks

This unit focuses on developing positive and respectful relationships with children and promoting positive behavior. The assessment tasks include effective interactions, engaging positively, supporting positive relationships, and positive behavior guidance and management. The required readings include a textbook and core documents, and additional readings cover topics such as children's rights and guiding behavior in positive ways. The assessment outcomes are based on competency and students can appeal unfavorable decisions. The theory tasks include communicating positively with children, interacting positively with children, supporting and respecting children, and maintaining their dignity and rights.

CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
CHCECE007
Develop positive and respectful
relationships with children
Theory Assessment Tasks
Unit Purpose
The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the
required knowledge and skills to ensure they can develop and maintain effective relationships and promote
positive behaviour.
Elements
The following elements define the essential outcomes of this unit: Element 1 Communicate positively with children Element 2 Interact positively with children Element 3 Support and respect children Element 4 Maintain the dignity and rights of children
Assessment Requirements
 1: Effective Interactions with Children
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CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
 2: Engaging Positively with Children
 3: Supporting Positive and Respectful Relationships
 4: Positive Behaviour Guidance and Management
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CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
Required Readings
In order to complete this unit of competency you are required to access the following key resources.
Textbook
 Kearns, K. (2017). Birth to Big School: Working in Early Childhood Education and Care Series (4th
ed.). Victoria: Cengage Learning Australia.
 Kearns, K. (2017). The Big Picture: Working in Early Childhood Education and Care Series (4th).
Victoria: Cengage Learning Australia.
Core Documents Education and Care Services National Regulations. (2011). Ministerial Council for Education, Early
Childhood Development and Youth Affairs. Retrieved
from:http://www.legislation.nsw.gov.au/sessionalview/sessional/subordleg/2011-653.pdf
 Australian Children’s Education and Care Quality Authority. (2017). Guide to the National Quality
Framework February 2018. Retrieved from
https://www.acecqa.gov.au/nqf/about/guide
Additional Readings for this Unit
 A summary of the rights under the Convention on the Rights of the Child. (2014). Australia:
UNICEF. Retrieved from:http://www.unicef.org/crc/files/Rights_overview.pdf(Accessed April,
2015).
 National Childcare Accreditation Council. (2006). Guiding Children’s Behaviour in Positive Ways.
Retrieved from:
http://ncac.acecqa.gov.au/educator-resources/factsheets/factsheet6%20.pdf(Accessed April,
2015).
 Response Ability. (2010). Communicating with Children. Retrieved from:
http://www.responseability.org/__data/assets/pdf_file/0003/4863/Communicating-with-
Children.pdf(Accessed April, 2015).
 Response Ability. (2010). Identifying Emotional and Behavioural Problems. ACT Commonwealth
of Australia, Department of Health. Retrieved from:
http://www.responseability.org/__data/assets/pdf_file/0009/4863/Identfying-Emotional-and-
Behavioural-Problems.pdf(Accessed April, 2015).
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CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
Assessment Instructions
Students are required to provide appropriate responses to the indicated questions.
Assessment Outcomes
The Early Childhood Education and Care training packages are vocational qualifications that are
competency based. For each assessment undertaken you will be assessed as Satisfactory, Not Yet
Satisfactory or Incomplete. Where students are assessed as ‘Not Yet Satisfactory’ or ‘Incomplete’ the
trainer/assessor will provide the student with feedback and guidance regarding what needs to be
completed for resubmission.
Student Appeals
Students have the right to appeal an unfavourable decision or finding during assessment. All students
appeals must be made in writing using the Appeals Form and specify the particulars of the decision or
finding in dispute. Appeals must be lodged within 28 days of the decision or finding.
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CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
1 Communicate positively with children
CHCECE007 Develop positive and respectful relationships with children
Element 1 Communicate positively with children
Element 2 Interact positively with children
Element 3 Support and respect children
Element 4 Maintain the dignity and rights of children
Performance Evidence
Knowledge Evidence
Question 1
To complete this task refer to your reading:
 Communicating with Children.
Responding sensitively and appropriately to all children’s efforts to communicate is an important part of the
educator role. Remember that children will notice both your verbal and non-verbal communication, so you
need to be aware of both when you are guiding and interacting with children.
a) According to the reading what are five considerations you should consider when interacting
with children verbally and non-verbally?
 Using smiles and nod to show assurance Using appropriate hand gestures Speaking in gentle tones Talking in their native language Displaying images or visuals in their room
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CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
b) According to the reading what are three things you should avoid when interacting with
children verbally and non-verbally? Criticising,blaming or being judgemental Lecturing, or threatening children Talking with back turned while walking away Using sarcasm, name-calling, or being angry
Question 2
To complete this task refer to (pp. 312-313) of your textbook ‘The Big Picture’.
Children need warm, caring and nurturing environments where trusted adults treat them with respect.
To build a trusting relationship with children educators can use a range of strategies.
a) Describe thefour strategies for interacting positively with children.
Interactions Description
Get down to the children’s level. Sitting on low height chairs to maintain an eye contact
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CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
Maximise the time available for
interactions.
Communicating with them while playing and having meals
Be a genuine partner in
communication.
Engaging in effective discussions during their classes
Encourage conversation. Calling them by welcoming words and asking questions that
help them share their ideas (Kearns, 2017)
b) When engaging in conversations with children there are key strategies around talking and
listening. Describe each of these:
Talking and Listening
strategies
Description
Talk to children about their
interests and concerns.
Asking them if they are disturbed by any event or behaviour.
Discussing about their hobbies.
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Be an attentive listener. Paying attention to what they say and showing immediate
responses
Talk to the child about their
family.
Asking them about the number of members in their house, their
parents, grandparents and others, and by what name does the
child call each one of them
Talk about yourself. Encouraging the child to tell his/her name, place of residence,
favourite colours, stories, cartoons and games
To complete this task refer to (pp. 336-337) of your textbook ‘Birth to Big School’.
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c) 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.”
‘’Wow, that is a great news! Congratulations! What
colour is it?”
“I’m looking for a big piece of blue
paper.”
“Okay, let me see if I can arrange one for you. By the
way, what will you do with the paper? Will you draw a
picture?”
“Do you think there are fairies in our
garden? My dad says there’s no such
thing as fairies.”
“Have you seen these fairies? How do they look?”
“Look what I’ve made with the
playdough. It goes round and round.”
“Wow, it looks good. Is it some ball?”
d) 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?”
“How do you help mummy with your baby brother?”
“Do you want ham and pineapple on your
pizza?”
“How would you like your ham and pineapple on the
pizza?”
“Can you see the aeroplane?” “How does the aeroplane look?”
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EXAMPLE

CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
“Are the tomatoes ready to pick?” “How do the tomatoes look?”
“Did you have a nice weekend with Nanny
and Poppy?”
“What did you do this weekend with your Poppy and
Nanny?”
“Can your dog do tricks?” “What tricks does your dog show?”
Question 3
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the
following questions.
Scenario: Lunch Time
The educator had transitioned the children to the table where she assisted
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the children to sit at the table. Each child was given their own bowl of soup
and a spoon. The educator sat down alongside the children with her own
bowl of lunch, and the children and educator were talking to one another as
they ate their lunch.
a) From the picture identify how has the educator created a relaxed and unhurried routine.
By making helping them to talk to each other and to her, while having their lunch.
b) List two questions or discussion points you could ask at mealtimes to engage and promote
further conversation.
“What does your soup contain?”
“Would you like to share your soup with others?”
2. Interact Positively with Children
CHCECE007 Develop positive and respectful relationships with children
Element 1 Communicate positively with children
Element 2 Interact positively with children
Element 3 Support and respect children
Element 4 Maintain the dignity and rights of children
Performance Evidence
Question 1
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CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
To complete this task refer to (pp. 245-254)of your textbook ‘Birth to Big School’.
a) Adults working directly with children in a play-based curriculum are likely to take on many
different roles. Read the following examples and state which role the educator is taking on
within the children’s play and learning.
Examples of children’s play and learning Educator Role
Educator is wearing their hat during outdoor play.
Educator is placing the toys back into their containers
when packing away.
 Educator is a role model.
The educator and children were all wearing hard hats
and carrying pieces of hose, the educator was running
alongside the children as they were ‘putting the fire out’.
 A play partner – playing
alongside children.
The educator noticed a child using the scissors at the
drawing table was becoming frustrated as they were
trying to hold the paper and cut. The educator sat
alongside the child, offering verbal encouragement and
helping the child with holding the scissors.
 A supported and encourager
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Examples of children’s play and learning Educator Role
Three children were playing a game of dominoes; one of
the children became upset as one of the children took
their turn out of order. The educator approached the
children and assisted them to decide whose turn it was
and how they could continue to turn take effectively.
 A mediator
A group of two children approached the educator as
they had found a spider in the garden. They wanted to
know what sort of spider it was. The educator spoke to
the children about safety and went with the children so
they could take a photo of the spider. The educator then
assisted the children to find further information by
offering them factual books and using the internet
together.
 A provisioner
Two of the educators were discussing the play
experience that had taken place earlier that day. The
educators were reflecting on their roles within the
experience using open ended questioning within the
discussion. This led to the educators deciding how they
would extend the children’s play.
 Self-reflectioner
The educator noticed the children were interested in
bugs. The educator set up an exploration table with
woodchips, leaves, plastic bugs, magnifying glasses
and factual bug books.
 A provisioner
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CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
b) The following photographs show children engaged in typical play experiences.
For each experience write one open-ended question that the educator could ask to encourage
conversation for children to share their ideas and stories.
Play Experience Open Ended Question
The educator holds the ladder while
Cory (5 years) looks over the fence.
Question:
“What objects do you find beyond the fence? are there
any houses and animals?”
A group of 4 year olds playing Hide &
Seek: “We’re hiding!”
Question:
“How much are you enjoying the game?”
Question:
“Wow, how did you prepare it?”
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CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
Rukan (3years) tells the Educator: “We
made a big, big bowl of “p’sketti’
(spaghetti).”
Drew (18months) piles the rocks together.
Question:
“This looks good. Is it some building?”
Question 2
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the
following questions.
Scenario: James
James has started putting together a puzzle at the table. James is trying to
make a puzzle piece fit into one spot, when it doesn’t fit he becomes frustrated
banging on the table. He calls out in a quiet voice ‘help’, another child Max
walks over to the table and an educator sits down alongside James “I heard you
ask for help James, how can we help you?”
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CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
a) What strategies can the educator offer James and Max for completing the puzzle?
The educator can help them understand how to fit the pieces in a person accurately. she can
complete it halfway, and ask both of them to try if they can finish the entire picture. she should
use encouraging words to improve their confidence.
Question 3
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the
following questions.
Scenario: 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. What do we need to do to prepare? Have you taken her
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CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
temperature?”
a) What is the educator doing to participate in Coopers play?
The educated is responding to the idea of the child and adorning the role of a play partner.
Engaging in an effective conversation with the child regarding the play will help in boosting his
confidence. The educator is also supporting the child's play by scaffolding.
b) How does the educator promote Cooper to share his ideas about the operation?
The educated is promoting Cooper to share his opinions by initially using a stethoscope to
measure the Heartbeat of the doll, followed by initiating a conversation where she encourages
Cooper to talk about The operation that he feels is necessary in this context.
c) How does the educator role model appropriate interactions?
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CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
This is accomplished by directly engaging the child in the play and exchanging ideas about the
steps that will follow.
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CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
3. Support and Respect Children
CHCECE007 Develop positive and respectful relationships with children
Element 1 Communicate positively with children
Element 2 Interact positively with children
Element 3 Support and respect children
Element 4 Maintain the dignity and rights of children
Performance Evidence
Knowledge Evidence
Question 1
Read the following scenarios and for each one describe how you could support the child and
respond in way that acknowledges the child’s skills and abilities whilst, at the same time,
promoting or protecting their self-esteem. E.g. talking quietly, giving positive feedback.
Scenario How would you respond?
A group of girls aged between 4 years and 4
years 6 months are sitting at the collage table.
They are chatting and happily cutting various
items for their creations, all except Tara. Tara is
not able to cut as efficiently as the others and is
looking ‘downcast’ and beginning to rip her work
in frustration.
 Sit with her and point out the good work
that she has done.
 Show her how to hold the scissors.
 Hold the paper so it’s easier for her to cut.
 Show her how great pictures can be
created by carefully tearing paper.
When out in the playground, you hear a loud cry
from Lily (2 years 2 months) who is sitting on the
top of the slippery dip. She has climbed up the
steps but, once at the top, is afraid to either slide
or climb down.
 Go near her and hold the dip
 Assure her that she will not fall or not
get hurt
 Assist her while sliding down
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CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
Group Time each day in the pre-school room
includes a ‘News Time’ when individual children
are asked to come to the front of the group and
show or tell their ‘news’. Steven (5 years
4months) refuses to have his turn when asked
though he is happy to talk individually to the
educator about his exciting weekend activities.
 Encourage him to talk to the other
children by sharing means and toys
 Appreciate his thoughts when he talks
individually
 Make him observe how others present
their thoughts or tell their news
Question 2
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the
following questions.
Scenario: Story Time
Every day before lunch the educator gathers the children together in the 3’s
room to read stories and sing songs/rhymes. The educator knows that this
has a calming effect on the children and allows them to settle down for the
afternoon period. Before she begins her story the educator comments about
the morning program.
“We’ve had a very busy morning. I saw Jonty and Ellam and Cooper, building
roads in the sandpit. I saw Nell and Maisy climbing to the top of the climbing
frame.” (The educator continues until each child has been mentioned).
Today the educator reads a favourite, “Where’s the green sheep?” The
children happily join in the story.
Next the educator uses a range of picture props for the monkey rhyme
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CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
which the children also love – they shout out the repetitious section of the
rhyme on cue.
As the educator is working with the children she uses a range of tones in her
voice and uses a number of different facial expressions.
The educator also makes eye contact with the children as she scans the
group.
When Milly stands and moves closer to the lounge the educator simply
continues with the story. Milly has just moved up to the 3’s room from the
2’s group.
When children make comments or talk to others the educator continues as
she knows the children will return their attention to her.
To conclude the session the educator asks Callum to nominate a song to
sing. “Callum, it’s your turn today to pick a song for us to sing. Can you think
of what song you would like?”
Callum does not immediately so other children begin to make suggestions.
Educator: “Thank you for all your good ideas. That might help Callum as he’s
thinking.”
Callum then says, “Let’s sing the cowboy song!”
Educator: “Great choice Callum!”
a) What does the educator do to make every child feel ‘special’ and included?
She talks about the tasks that each of the child performed before the session. this will make the
children feel valued.
b) How does the educator engage the children in the story time session?
She engages the children by using a wide range of facial expressions and voice modulation while
singing the rhymes.
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CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
c) Explain why the educator does not ask Milly to sit down but allows her to stand nearby?
Milly is allowed to stand because she has been successful in the transition to a higher group. this
would improve her self confidence. It would also improve her balance.
d) 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 children's sense of belonging is supported by the fact that one of them is being asked to
nominate a song that can be sung. This will make the children feel important and they will be able
to experience the belonging to the class.
4. Positive Behaviour Guidance and
Management
CHCECE007 Develop positive and respectful relationships with children
Element 1 Communicate positively with children
Element 3 Support and respect children
Element 4 Maintain the dignity and rights of children
Performance Evidence
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CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
Question 1
To complete this task refer to (pp. 364-367) of your textbook ‘The Big Picture’.
Supportive physical and social environments are important for the development of positive relationships
and the building of a child’s positive self-esteem.
a) List five considerations educators should make when organising the environment and
resources in a manner which will reduce children’s stress and frustration?
 Offer materials that are related to the special interest of each child Take the child age into consideration Introduce changes in the lessons and classes at a slow pace Arrange for range of activities based on the abilities and skills of the children Have more than one search for a particular activity to avoid crowding or conflict (Kearns,
2017)
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CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
b) List five daily management strategies educators can use to support pro-social behaviour
and help prevent children’s stress and frustration.
 Meditation Calm music Positive gestures Smiles and nods Encouraging words (Kearns, 2017)
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CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
Question 2
To complete this task refer to (p. 362-364) of your textbook ‘The Big Picture’ and refer to your reading:
 Guiding Children’s Behaviour in Positive Ways.
a) 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.
Children are able to learn more from behaviour displayed by
educators then instructions on how they should behave
Use words and actions. Words are sometimes not enough as children show lack of will
power. Physically assisting them to stop performing a task and
ensuring that all physical contact conveys forms of respect is
essential (Kearns, 2017)
Explain. Children required help to understand tasks that are acceptable.
they may fail to understand reasons why they should not throw
objects or wait before crossing a street. Explaining the actual
reason will help their understanding (Kearns, 2017)
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CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
Be firm when you need to be. Being firm provides children the security that they know their
limits and instances when they require help. It helps in sending
clear message about acceptable behaviour.
Give choices and empower
children appropriately.
Children get support while making decisions related to their own
experience, thereby preventing frustrations (Kearns, 2017)
Avoid encouraging ‘hollow’
gestures.
Children are able to appreciate effect of their behaviour on other
people and understand when they should feel genuinely sorry
Try to avoid power struggles.
Children get the assistance to act in ways that help them realize
that they are receiving the support of all. It also helps in bringing
negotiation during conflicts (Kearns, 2017)
Acknowledge desirable
behaviour.
It lets the children know when they should perform things that
are approved and what is expected of them
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CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
Educators can implement a range of strategies to support and encourage pro-social behaviour. By actively
encouraging age-appropriate pro-social behaviours, educators can reduce the occurrence of unacceptable
behaviours in the early childhood environment.
b) Describe the age appropriate strategies that educators can use to promote self-regulation
and support the development of pro-social skills.
Age-appropriate strategies Description
Working with the family.
Collaborative work with families are needed for addressing
persistently inappropriate behaviour
Teaching new skills. Incapability to complete task set by themselves often make
the children frustrated
Setting clear limits and standards
for behaviour.
All children should understand limits and be aware of
appropriate behaviour
Assisting children to understand
the consequences of their
behaviour.
Children who do not want to engage in sharing our
collaborative play should understand that this can make
others exclude them from the play (Kearns, 2017)
Redirecting, and offering
alternatives.
It is effective for toddlers who do not actively participate in
playful activities that requires sharing on collaboration
Ignoring behaviours. Ignoring wrong behaviour such as wearing results in a
decrease in manufacturing of that behaviour (Kearns, 2017)
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CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
Engaging the child in conflict
resolution or problem solving to
resolve conflicts.
It helps in resolving disputes
Following through. Makes children understand that an appropriate behaviour
may lead to severe consequences (Kearns, 2017)
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CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
Question 3
To complete this task refer to your reading:
 To complete this task refer to (pp. 218 - 222) of your textbook ‘Birth to Big School’ and refer to your
reading
 Guiding Children’s Behaviour in Positive Ways.
Read each statement and:
a) Suggest the most appropriate educator response (you may choose more than one) from the
list below.
b) Give a reason for your choice of strategy – you should draw on your knowledge of child
development.
Role model Ask questions Take action
alongside
Natural
consequences
Act as reporter Offer a choice Redirect/substitute Conflict
resolution
Ignore Outburst Distract and
comfort
Logical
consequences
Statement Appropriate educator response and reason for
choice of strategy.
Liam (4 years) and Zac (5 years 1 month)
have been building an elaborate castle in
the block corner. They have worked on their
creation for at least an hour. As he is
reaching for a block, Liam accidently knocks
over part of the building. Zac screams at
Liam, “You idiot, now look what you’ve
done!”
Educator strategy: Ask questions, Take action
alongside and conflict resolution
Reason for response: At 5 years 1 month, Zac will
have the language and reasoning skills to talk to
the educator about his behaviour. The educator
can assist Zac and Liam to apply conflict
resolution strategies.
Binnie a toddler is playing with a doll, Cara
(2 years 4 months) grabs the doll saying
“That mine”, Binnie starts to cry.
Educator strategy: Conflict resolution
Reason for response: At 2 years 4 months, Cara
might not know behaviours that are considered
inappropriate. conflict resolution will help her
understand that she should not snatch away
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CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
others belongings and will also faster good
friendship between the two
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CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
Statement Appropriate educator response and reason for
choice of strategy.
Molly (3 years 7 months) finds it hard to
make friends. Today she walks into the
dramatic play area saying “I want to play
too!” Molly then snatches a doll from the
high chair saying “I’m the mother.”The
children begin to argue and tell Molly to go
away. Molly stomps off saying, “I hate you!”
Educator strategy: Ignore outburst
Reason for response: Ignoring the outburst will
make prevent reinforcing attention to Molly and
make her decrease speaking such words
Carrie (3 years) has been asked twice by
the educator not to throw sand. On this
occasion the educator says “Carrie I have
reminded you not to throw sand. You need
to leave the sand pit and go find something
else to do.” Carrie yells at the educator “I
hate you.”
Educator strategy: Ignore outburst
Reason for response: Ignoring the outburst will
make prevent reinforcing attention to Carrie and
make her decrease speaking such words
When Pedra (18 months) is playing outside
in the toddler area he gets upset and begins
to cry if he sees his older sister in the
preschool play area.
Educator strategy: Distract and Comfort, Ask
questions
Reason for response: Asking questions on what
makes her upset will help in identifying her mental
state. Distracting her by making her play a game
will also help in comforting her.
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CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
Question 4
Educators need to be careful not to ‘reward’ inappropriate behaviour. Sometimes, our responses to a
behaviour do, in fact, allow the child to achieve their goal, which may be to avoid something or to get extra
attention.
Read the following scenarios and use the table to document your responses to the following
questions:
a) Why is the educator strategy effective or ineffective?
b) Is it rewarding the child’s inappropriate behaviour?
c) Give a reason for your answer.
Scenarios Why is the educator strategy effective or
ineffective? Offer a reason for your response.
Every time Yohan (18months) attempted
to bite another child the educators
scolded him and told him not to bite the
other children. He was removed from
the activity he was playing with, and sat
on one of the educator's knee for five
minutes and talked to about how he
must not bite his friends.
This educator strategy is ineffective as the
educator is rewarding the behaviour as the child
would enjoy sitting with the educator and getting
that attention. Talking about being nice to his
friends is not age appropriate for a child with his
understanding.
At story time Anna (4years) pinched the
child sitting next to her. The child let out
a huge wail and Steve, her educator,
told her firmly that as she was hurting
and disturbing the other children she
wouldn't be able to stay and listen to the
story. He told her to go with Nessa, the
other educator. Nessa took Anna into
the kitchen to get the cutlery and to lay
the table for lunch.
Ineffective educator strategy: The strategy is
ineffective as taking her to the kitchen to lay
out a table for lunch makes her feel that she
is receiving the attention. Moreover, an age
appropriate strategy would be to make her
understand that such behavior as disturbing
other children is not acceptable.
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CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
Leo (3years) packed away all the sand
toys outside and helped put the cover
on the sandpit. When he came inside,
Jenni, his educator, thanked him for
helping and asked him if he would like to
choose the story for story time.
Effective educator strategy: Encouraging
words and the tank from the educator will
reinforce his self confidence. Selecting him to
choose a story for the story time will also
enhance his sense of belonging to the class.
Nikita (3years 5 months) held the door
open as the children came inside. As
the last child came through the door
Naomi, her educator, smiled and
thanked her. The educator then asked
her where she would like to sit.
Effective educator strategy: This is
appropriate strategy is effective because
thanking Nikita will make her understand that
she displayed an appropriate behavior by
assisting other children. Asking her where
she would like to sit will make her feel cared
for.
Question 5
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the
following question.
Scenario: Thomas
Thomas (22 months) has been playing with some farm animals and blocks on
the verandah. He decides to relocate to the garden and attempts to carry all
of the animals and blocks at the same time. His attempts to pick up and hold
on to all of these materials fails, he keeps dropping things and becoming
increasingly frustrated.
Kael (18 months) picks up the horse dropped by Thomas and begins to walk
away with it in his hand. Thomas throws down the materials he is holding
and begins to scream. He then drops to the ground sobbing and kicking his
legs.
a) How could the educator in the scenario respond to help Thomas manage their
emotions?
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CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
The educator should say Thomas that he cannot carry two things simultaneously. If at all he
wants to move the choice to the other region, he for help from his friends to move the toys. He
should also share his toys with his friends.
Question 6
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the
following questions.
Scenario: 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
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CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
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?”
a) Identify the quality practices being used by Lisa and the staff at this centre?
The educators engage in equality practice that focuses on forming effective relationship with
every child. They are creating provisions for every child to engage in an open and meaningful
interaction that will support skills acquisition for lifelong learning
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CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
b) What do you think Lisa would do next in this discussion?
She would probably discuss with the children about behaviours that are unacceptable, note it
down and read it aloud to the children
c) Identify the benefits from this type of approach to behaviour management.
This constructive and positive approach will help in Guiding their behaviour by teaching them
about the appropriate ways that they should behave, rather than simply punishing
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CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
Question 7
To complete this task refer to your reading:
 Identifying Emotional and Behavioural Problems.
Young children may display behaviours that may not be acceptable in older children, examples of these
behaviours can include, tantrums, biting, hitting and disruptive behaviour. Behaviours of concern may be
raised by families or educators.
a) List the eight signs of emotional or behavioural difficulties.
 Changes in feeding patterns Out of step behaviour with same aged bears Being fearful, upset, withdrawn or anxious Difficulty in managing frustration and anger Difficulty to pay attention Frequent defiance Poor quality play that is repetitive Persistent attachment problems with family members or separation difficulties
b) When you are concerned about children’s emotions and behaviour it is important to first
consider your expectations of children and if these are age and developmentally
appropriate. If your concerns are still valid what are the four steps that you should consider.
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