CHCECE007 Develop Positive and Respectful Relationships with Children: Theory Tasks

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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Course
CHC30113
Assessment Version
4
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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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CHC30113
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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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CHC30113
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© 2016

CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
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CHC30113
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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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/tmp/tmpb6vks8l82020428_1424053907_20069961416096101CHCECE007-DEV.docx Date
29/01/2016
Course
CHC30113
Assessment Version
4
Validation Date Date revalidation Validating Teachers initials Page
8 of 41
TAFE NSW
© 2016