Assignment: CHCPRP003 Reflect on and Improve Professional Practice

This document presents a completed assignment for the CHCPRP003 unit, focusing on reflective practice and its importance in early childhood education. The assignment explores the definition and benefits of reflective practice, ethical values, and the reflective process cycle. It includes examples of applying ethical values in various scenarios and analyzing feedback responses, both positive and negative. Furthermore, the assignment provides examples of how to rewrite negative feedback statements to deliver them in a positive manner, and analyzes a scenario involving a trainee receiving feedback from a new supervisor. This assignment provides a comprehensive overview of key concepts related to professional development in the field of early childhood education, demonstrating understanding of the unit's learning objectives.

CHCPRP003 Reflect on and improve own professional practice
Assignment Cover Sheet
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Personal Details of Student
Student
Name
Student
Number
Assignment Details
Assignment Title Knowledge Assessment
Assignment number (if
applicable)
Unit Code (e.g. HSBH1006) CHCPRP003
Unit Name Reflect on and improve own professional practice
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 anyother
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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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 Studentmust 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
Studentis 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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Knowledge Assessment
1. To complete this task refer to (pp. 3 – 4 & 12 – 14) of your reading:
 Victorian Early Years Learning and Development Framework: Practice Principle Guide 8
Reflective Practice.
a. How is reflective practice defined in the reading?
 Reflective practice gives you a deeper understanding of why things happen. A few years ago
our reflections amounted to reflecting on the day – was it successful? What might we do
next? Now it’s much deeper and more focused on what each of us did and didn’t do and how
that contributed to outcomes for children. This can be really confronting.
b. List five ways reflective practice can help you as an early childhood professional?
 Recognise and continue good practices
 Change and improve was is not working well
 Challenges practices that are taken for granted
 Monitor all aspects of practice on an going basis
 Know when you need to find more information or support from others
c. Describe each stage of the process that occurs in each of the five stages of the Reflective Process
Cycle.
i. Collect information.
 Identify the issue or topic
 Gather evidence
 Talk to children families, other professionals
ii. Question/Analyse
 What is happening?
 Why? How? When?
 Who benefits?
 Who is disadvantaged?
 What could be improved?
iii. Plan.
 Based on what you learned, decide whether change is necessary.
iv. Act/Do.
 Change or modify your practice
v. Review.
 Monitor changes you make and re-think or take new action if necessary.
 What happened? Why?
 Did I achieve my objectives?
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 What did I learn?
 How could I use these insights? What else do I need to know?
Assessor Notes:
2. Reflect and draw on the knowledge you have acquired from the text and readings in this
unit to answer the following question.
Read each statement and identify two ethical values or processes being applied by the
educator, using the bank of options below and give a reason for your choice.
Respect Democracy Integrity Inclusivity Justice
Courage Honesty Education Cultural
responsiveness
Social Responsiveness
Statement Ethical values/processes Reason
The educator in the preschool
room intervenes when she
overhears Ellie and Mia telling
Komali she can’t play with
them because she has black
skin.
Cultural Responsiveness
Here, the behaviour of Ellie
and Mia had been expressed.
It included their thoughts,
beliefs, values, and their way
of communication with
Komali.
When a heated debate occurs
in a team meeting, one
educator defends the rights of
the parents to make a decision
not to immunise their child.
Respect and Honesty
The educator had showed his
honesty through defending
the rights of the parents.
Here, respect had been
showed by providing the
parents to make a decision.
After an accident in the room
because of rough play between
a few children one educator
told all of the children they had
to pack away and sit quietly for
15 minutes. The other
educator in the room argued
Justice and Courage
The educators had showed
their courage by reporting the
incident to the director. It was
reported that only some
children were involved in the
incident. Thus, the Director
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that this was unfair as only a
few children were involved in
the incident. This incident was
reported to the Director who
raised a discussion at the staff
meeting.
had made a justice on raising
a discussion at the staff
meeting.
Assessor Notes:
3. To complete this task refer to your reading:
• Giving and Receiving Feedback
a. How is ‘feedback’ defined in the article?
Feedback should be defined as a revisit of information about a outcome or the returned part of a
procedure. Feedback is defined in the mentioned article as the response of the parents.
Educators
should collect the evidences to make decisions. They may share their primary findings with
the
parents and families to get their responses.
b. Read each statement and with reference to the reading identify the type of negative
response to the feedback being provided and a reason for choice.
Statement Response Type of response and the reason
for your choice
Aaron is often late for
work and is reminded by
his supervisor of the
importance of arriving at
work 10 minutes prior to
the allocated shift time.
Aaron’s response: ‘It’s not
my fault, my flatmate takes
so long on the shower and I
end up missing my bus!’
The response was the rescue type of
response because Aaron refused to
take the responsibility. Aaron used to
late for work. He blamed his flatmate
when the supervisor advised him to
arrive at office at least 10 minutes
before the shift timing.
Gemma is always behind
in her daily tasks. She
finds it difficult to
manage her time
effectively. Gemma’s
colleague suggests that
she create a timetable of
Gemma’s response: ‘I don’t
need your advice thanks very
much. You’re not my boss!’
Gemma showed annoyance to her
colleague through her response. She
was every time behind in her daily
tasks. Hence, she became frustrated.
She found that it not easy to handle
her time successfully. Therefore, she
became angry at her colleague when
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her daily tasks to help
her to better manage her
time.
she gave her some good advices.
Kirra has difficulty
controlling the preschool
children when reading a
story. Her colleague
shares the strategies she
uses to manage the
children during group
experiences.
Kirra’s response: Kirra
listens and says ‘thanks for
the advice.’ As her colleague
walks away Kirra rolls her
eyes.
Kirra expressed her gratitude to her
colleague. Kiran faced difficulty in
controlling the children of preschool.
Her colleague helped her to get rid
out of the situation. Hence, Kirra
thanked her colleague.
Assessor Notes:
c. Read each statement and with reference to the reading rewrite each statement so that it
is delivered in a positive manner.
Statement Rewritten statement
Disrespectful: ‘Oh for goodness sake
John, how many times do I need to tell that
you need to check the allergies chart
before the meals are served!’
John should check the chart of allergies carefully
before the meals are served. It is not the
responsibility of others to inform him before lunch.
He should be more sincere.
Poor timing: Erin is assisting children to
gather their belongings as they are being
collected by their parents. Erin’s
supervisor says in front of several parents:
‘Erin, why haven’t you folded the clothes in
the dryer. I shouldn’t have to come chasing
you to get your jobs done!’
Erin was involved in providing the belongings of the
children that were sent by their parents. Hence, it
was expected that he would wear clean and folded
clothes in the dryer. The supervisor of him insulted
him in front of the parents as he did not wear
folded clothes in the dryer.
Attacking: ‘Jaida I want to talk to you
about your documentation. It’s full of
spelling mistakes and some of it doesn’t
even make sense. If you can’t use basic
grammar and spell correctly I suggest you
do your documentation on the computer.
At least it will look professional even if it is
rubbish!’
Jaida has a tendency to do spelling mistake and
grammatical mistakes. Hence, Jaida should
concentrate on basic grammar and spelling
mistakes. It is recommended to her to do her
documentation on the computer. It will help her to
reduce grammatical issues and also help to spell
correctly.
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4. To complete this task refer to your reading:
•Receiving Feedback.
Scenario: Are you receiving?
Gita (19 years) has two months to go until she completes her Certificate 3 Traineeship. Gita has
completed all of her theory tasks and is now finalizing her last workplace tasks. She has
progressed well through the course and is pleased with her results. Unfortunately, her mentor
and supervisor, Layla, has had to take unexpected sick leave and will not return to the service
until next year. Layla’s replacement, Tom (27 years) has been working in children’s services for
six years and has a Diploma. Tom is undertaking his EC teaching degree part-time. This is Tom’s
first supervisory role. Gita is very outgoing and bubbly and finds it difficult to relate to Tom who is
quiet and serious.
To finalize her workplace tasks Gita is required to complete a series of planned experiences with
the preschool group. Tom must approve Gita’s plans and observe and comment on her
experiences.
Gita is confident that her plans reflect the interests of the children and meet the diverse needs of
the group. She uses the same planning format she has been using all year and is shocked when
told by Tom that her work is unsatisfactory.
Tom: ‘Gita, these plans are not detailed enough. I can’t see what you’re trying to achieve with the
children. What are they learning? How are they being challenged? Your learning outcomes are
vague. It seems to me you just haven’t put in much thought or effort. You’ll need to do them
again and give them to me tomorrow morning for my approval. I hope you put in a better effort
this time! Do you have any questions?’
Gita is so taken aback by what Tom has said that she shakes her head. Tom walks away leaving
Gita to ponder his feedback.
Gita begins to cry – she feels that Tom’s feedback was harsh and unjust. As she reflects on what
Tom said she begins to feel angry. What right does he have to speak to her like that? He doesn’t
know her or the children. Layla had always been full of praise for her work. She certainly never
criticized her planning. Gita decides that Tom is just throwing his weight around and she is the
unfortunate victim.
As soon as she gets home Gita rings her friend Carla, who is an experienced EC teacher for
advice.
Assume the role of Carla who will provide advice for Gita:
a. Gita says that she is going to tell Tom his comments are unfair. She is angry and
wants him to know that Layla has never given her such negative feedback. Write two
pieces of advice you could give to her?
It is advisable to Gita that she should not behave rudely with Tom. It is also acceptable from
Gita
that she will show respect to Tom. It is essential to behave others with respect in order to
have
constructive relationships. It is also to be noted that being respectful towards people is a main
characteristic in life. It helps people to be successful.
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b. What advice could you give Gita about what she could now say to Tom (and how she
could say it) to address her concerns?
Gita could say humbly to Tom, “sir, I am so exciting with my work. I have progressed well
throughout
the project. I am happy with the results. I am confident that my work will reflect children’s
interests.
my Previous mentor, Layla madam used to praise me for my work. Hence, I shall be grateful
to you if
you kindly approve my plan.”
Assessor Notes:
c. Gita asks you if she should make any changes to her plans before talking to Tom. How
would you respond and why?
I would response friendly to Gita. I would say, “Gita do not be afraid. Please do not hesitate to
share
your plan. I am requesting you to say properly if you make any changes to your plans. It will
help me
to understand your plan. It will also help me to give you proper advice on how to talk to Tom
Regarding your plan.” I should not behave roughly with her because she may be angry and she
will
never discuss her problems with me. Hence I should provide her advices friendly. It will help
her
to gain more Confidences.
5. To complete this task refer to your reading:
• What is Supervision?
a. Describe the three main functions of supervision.
Education:
Education is one of the main functions of supervision. It is used to recognize the effort of
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administrative employees in education. Educational supervisors ensure that the educational
Organizations operate competently. Hence, the purpose of the field is to see whether
educators are
doing their job properly and children are receiving best possible education.
Support:
Useful supervision provides support and training for the educator and promotes the interests of
children. Supervision should improve a culture of mutual support. It will also look after the
continuous
improvement that support s the confidential argument of sensorial issues.
Administrative/Managerial:
Management can be understood as the ability of getting the effort done from others. However,
administration refers to procedure of efficiently administering the whole organization.
Administration
is worried with guiding the process of the organization. Management takes into consideration
the
Controlling functions of the organizations and administration is related to setting up and arranging
function.
Assessor Notes:
6.To complete this task refer to your reading:
• Learning Styles.
a. List the three primary ways in which information is learnt, stored, remembered and
recalled.
Educators recognise three learning style in children visual, auditory and kinaesthetic. Each
style
refers a way in which information is learnt, remembered and recalled. Sometimes, it becomes
difficult
to remember the verbal instructions. Hence, it is necessary to take help of pictures and
graphics to
remember the information. Information may be remembered through listening activities. Poor
speller
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likes to solve problems by physical activities. They try to express emotions through physical
means.
Hands are used when they talk.
b. Use the reading to identify your learning characteristics and modality strengths.
Identify ten characteristics that best describe your learning style.
The ten characteristics are mentioned below that describe my learning style very well.
1.Lectures are recorded to listen repeatedly, 2. Rhymes are used to help memorize, 3. Study
materials are collected to record and listen for several times for review, 4. Recordings of
study
materials should be listened while going to school, 5. It is necessary to read with clamorous,
6. It is
important to listen carefully, 7. It is important to talk about example and diagrams in the
texts, 8.
Directions should be paraphrased, 9. It is important to talk through problems, 10. New
process
should be used to talk about what to do and how to do it.
c. What did you learn about learning styles by completing this task?
__________________________________________________________________________________________________
A learning style is an approach of an individual to learn relied on strengths, weaknesses and
preferences. It is important for learner to know themselves very well to achieve the best as
par their
ability. Brain is the most important part of the body to process information. Every children
prefers
different ways to learn. There are numerous special approaches of learning. Some children
are
visual learner. They learn and remember topics by seeing them. Some children prefer to learn
by
listening to lecture. On the other hand, some children require to manipulate objects to reveal
learning. Information are gathered about how the children learn by asking learning styles
questionnaires.
Assessor Notes:
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d. Explain how you could use this information to plan your professional development
pathway.
Professional development is continuing arrangement of opportunities to get better
competencies,
skills and knowledge. It is frequently viewed merely as providing education and training.
Children use
different learning styles. It will help the educators to adopt the techniques to teach children
effectively. It is important for educator to know the learning style of children because it will
help to do
tough work quickly. Educators will be able to know what helps the children to learn. Therefore,
they
can share that information with school. Thus, they will most likely favour the teaching
techniques that
suit their own style of learning when they try to help children.
7. To complete this task refer to (pp.114 – 115) of your reading:
• Guide to the National Quality Standard.
NQS Element 4.2.2 states:
Educators, co-ordinators and staff members, work collaboratively and affirm, challenge, support and
learn from each other to further develop their skills, to improve practice and relationships.
What four practices might an assessor observe to find evidence of 4.2.2?
An assessor may observe the following four practices to find the evidence of 4.2.2.
1.The supervisor and staff members displaying a strong drive to learn further regardless of
their
experience and recent skills and knowledge. 2. Educators should discuss and reflect on the
requirements of particular children and families. 3. Educators and staff members should share
tasks
and responsibility. They should offer assistance to each other. They should act on time to
support
other members of the team in complicated situations. 4. The supervisors, co-ordinators and
educators
should work collaboratively to emphasize and challenge their performance through
compassionate
relationships with their colleagues.
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Assessor Notes:
8. To complete this task you must access the following website:
ACECQA: http://acecqa.gov.au/educators-and-providers1 (educators and providers library).
In relation to ACECQA’s educators and providers library:
a. List the six broad categories of information that can be accessed from this site.
The six large categories of information have been listed below. This information is available in
the
mentioned site. 1.The minimum qualification and educator to child ratio necessities for the
education
and care services of children have been set by the National Quality Framework. 2. Individuals
should
meet the requirements of qualification to work as a part of family day care service.3. It is also
desired
that each territory and state should have their own requirements of qualifications for working
with
school age children. 4. A first aid qualification, training on emergency asthma management
and
anaphylaxis management should be completed by the individuals working at an education
service. 5.
Individuals who work enthusiastically towards an approved qualification might be calculated
towards
requirements of qualifications. 6. Finally, ACECQA has determined that an individual holding
all of the
following will be recognised as equal to an early childhood teacher.
b. Go to the ‘Information Sheets’ on this site and access ‘Glossary of Key Terms’ and
suggest why this information sheet would be a valuable handout for all team
members in an Early Childhood setting.
This information sheet would be a priceless brochure for all the members of the team in an
Early
childhood settings. It is reported that the number of services have been amplified
considerably. about
Therefore, more families can obtain information about the value of their local services. It is
said that
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