CHCECE020 Establish and Implement Plans for Developing Cooperative Behaviour

This project/portfolio is a part of CHC50113 Diploma of Early Childhood Education and Care. It includes establishing guidelines, observing and analyzing behavior, developing a behavior plan, implementing and monitoring the plan, and reviewing the plan.

Student Instructions and Assessment Task
Project/Portfolio
Student Name Student ID
Qualification Code/Title CHC50113 Diploma of Early Childhood Education and Care
Unit Code/Title Establish and implement plans for developing
cooperative behaviour Task Name Project; Behaviour plan

Performance student needs to demonstrate
 Establish guidelines in consultation with families that are relevant to the culture and background of the
children and policies of the service
 Gather information from all those involved in caring for the children
 Reflect on the wide range of variables that can impact on behaviour
 Observe and analyse behaviour to identify triggers or consequences which are maintaining the
behaviour
 Scan environment and curriculum for possible influences on behaviour
 Facilitate an analysis of children’s behaviour with all involved in caring for the children
 Seek advice from appropriate authorities as required
 Discuss incidents causing concern with families and colleagues as appropriate
 Include families and colleagues in discussion about options for response
 Discuss needs and concerns of other children who may be affected by the behaviour
 Identify long-term and short-term objectives in the plan
 Clearly identify more acceptable alternative behaviours
 Develop goals of the plan consistent with child’s abilities, age and developmental stage
 Ensure that the plan is realistic and that resources are available
 Establish plan in consultation with colleagues, family members and others who may be caring for the
child
 Ensure plan considers relevant cultural practices for responding to behaviour
 Liaise with appropriate authorities and referral bodies as necessary
 Support the child to understand specific expectations for behaviour
 Inform all those involved in implementing and reinforcing the plan of its rationale, limits and strategies
 Minimise as far as possible, factors that may lead to or maintain inappropriate behaviour
 Support colleagues to implement the plan effectively and consistently
 Review child’s behaviour against the plan and modify where necessary in consultation with colleagues,
family members and others caring for the child
 Oral communication – in order to facilitate a range of collaborative discussions with children, families
and other educators.
 observed and analysed children’s behaviour, on at least three occasions, in a range of situations and
contexts
 created, implemented and measured the effectiveness of at least one plan, including:
- developing long-term and short-term goals and objectives
- establishing a baseline for the behaviour
- clearly outlining alternative behaviours
- communicating expectations with children
- supporting and communicating with colleagues to implement the plan
- revisiting the plan and reflecting on its effectiveness
 different family styles of discipline and beliefs about behaviour in different cultures and social groups
 relationship-based strategies to help children learn about behaviour
 possible contributing factors to behaviours of concern, i.e. recent events, child’s history, actions of
others, or developmental or emotional reasons

Task Summary
In conjunction with your supervisor you are required to create, implement and evaluate a cooperative
behaviour plan for one child. The plan needs to be established with colleagues, family members and
others caring for or educating the child.
This is a holistic task based on your observations and analysis of one child displaying inappropriate
behaviour or behaviour of concern.
The task includes the following five parts:
1. Observe and analyse the child’s behaviour on at least three occasions
2. Gather information about the child’s behaviour
3. Develop a behaviour plan
4. Implement and monitor the behaviour plan
5. Review the behaviour plan
You must include:
 Background information on the child including their first name and date of birth
 A variety of observations and interpretations including ABC/event sampling
 Information gathered from current educators/ service/secondary sources
 Goals – (long term objective) consistent with the child’s abilities, age and developmental
stage
 Document the consultation process with colleagues, family members and others
caring/educating for the child
 Short-term long-term objective/s – explain, discuss and practice examples – What do you
want the child to do?
 Show awareness and understanding of the service philosophy and policies – What are the key
aspects? List these down.
 Make sure the plan is realistic and resources available
Evaluate, reflect, modify and change plans as required.

Ste
p Task Instructions
Satisfactory
Assessor
Comment/
Feedback
1 a. Collaborate with your supervisor or director to access policies and
procedures that link to guiding and support children’s learning
through curriculums and behaviour guidance. Describe the role of
the educator after accessing these policies.
b. Have a professional discussion with your supervisor to gain discuss
a child who would be beneficial to observe to create a behaviour
plan. Document this conversation.
c. Approach the child’s family with an observation permission form
and using Appendix 1 gain permission to observe the child. This
must be uploaded to Moodle as a part of your submission.
d. After gaining permission from the family, provide them with an “all
about me” form (Appendix 4) to be completed and returned.
☐ Yes ☐No
Comment:

A:
B:
C: gain permission
D: Have family complete all about me form.
2
Using the observation template in appendix 2:
Observe and analyse one child who is exhibiting inappropriate
behaviour or a behaviour of concern on at least three occasions in a
range of situations.
You will need to complete each area of the appendix to be marked as
satisfactory.
1- Choose which observation type you are using.
2- Identifying the triggers or behaviours presented by the child within
the observation
3- What the role of the educator is, how the educators responded to
the behaviour?
4- Critically reflect on how you could progress or support the child
through changes
5- Evaluate if the response supported children’s abilities, age and
stage of development, how can you adapt or provide further
support.
☐ Yes ☐No
Comment:

3
Gather supporting information about the child’s behaviour from the
observations, then complete each step in the Behaviour Strategy Plan
(Appendix 3) in conjunction with your supervisor.
Please ensure you complete all the following:
 Child’s name
 Behaviour presented
 Name and contact details of relevant specialists, referral bodies
and authorities
 Who was involved
 Variables that may impact behaviour
 Cultural Implications
 Triggers
 Function / consequences analysis
 Baseline behaviour
 Acceptable alternative behaviour
 Limits and guidelines
 Goal
 Long term objectives(possible steps to alternative behaviour)
 Short term objectives (hat we see now)
 Resources and materials
 Needs and concerns of other children
 Relationship based strategies to help the child learn about and
manage their own behaviour
 What addition help is needed
☐ Yes ☐No
Comment:

4
Implement and monitor the plan for one week. Using Appendix 3 step 3
document your response.
1- Explain how you will support the child to understand the specific
expectations for behaviour outlined in the plan
2- Inform those involved in implementing the plan. Give clear instruction
of limits and strategies
3- Explain how you supported colleagues during the week to implement
the plan effectively and consistently
☐ Yes ☐No
Comment:
5
Review the behaviour plan with all those involved in implementing and
caring for the child, to reflect on its effectiveness. Using Appendix 3 step 4
document your response.
1- Analyse the child’s current behaviour against the base line behaviour
2- Review the child’s behaviour against the plan and identify any
modifications that are necessary.
☐ Yes ☐No
Comment:

Appendix 2: Learning Observation
Child’s Name: Alee Age: 3
Location: Australia Queensland
Date: 13/09/2021
Objective: Analyse child behaviour
Link to EYLF Outcome: Engage with child with analysis of different aspects
Observation type
(please circle):
Anecdotal Questioning Digital Sample of
work
Jotting Discussions Learning Story
Observation: (what is happening, what did you see?) ____________________
I decide that I do diploma in early childhood behaviour education and care. So when I select this practice in education, i
choose that I have to research on child which age is 0 to 5 year, And I also love to spend time with children. Education
department gives me task to evaluate emotions of individual child and which aspects influence them. So then I decide and I
want in Primary school there has so many child so on the basis of given task from my collage I select one child Alee and his
age is around 3 year. I observe he was making painting and one other child continuously irritating him.
Identified Triggers/Behaviours presented: ______________________________________I analyse that Alee getting angry
after one other boy irritating. And then Alee getting into higher anger and he slept other child. So this activity is clearly
showed that Alee has not higher anger issue. Alee has calm personality and alee gives them four to five warning. According
to my observation I analyse that every individual has this factor. According to my observation is clear that every child has
this issue when other develops irritation. But Alee getting cry and they are getting emotion so I feel that they have
emotional and anger both issues in personality.
Educators Role/Response:
_______________________Educators has responsible to provides right information, right direction and manners of child
education. Because according to my observation and practices I consider it that when teachers and any who provides
education to children they also responsible to develop some basic manners as well as motivate them. When i saw Alee i
recognize that he requires some polite and effective education because of their motional nature as well as anger
problem._____________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
__________________________________________________________________________________________________
Reflection:
___________I clearly observe that right education gives best result and according to my analysis I decide that I will work on
student education and I decide that I communicate with Alee and develop some activities which provides effective
knowledge about multiple require aspects. On the basis of childhood education and care I recognize and I feel that under 5
age children faces many challenges and individual require emotional support as
well._________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

_____________________________________________________________________________________________________
___________
Evaluation:
Analysis of individual child behaviour decide it’s good for my diploma in childhood education and care that individual
student education is only effectively expands when education department consider aspects like provide knowledge about
anger is not good for health, emotional issues, hitting other child they all are bad things . So overall analysis of Alee
behaviour I recognize that Alee require this education and emotional care.

Appendix 3
Step 3 – create a plan
Behaviour Management plan
Child: Alee
Behaviour
Behaviour as observed
Anger and emotional issue.
Who was involved
Alee mother Aaisha. Class nursery and Alee prepares drawing in classroom. And their
teacher and mother involved.
Variables that may
impact behaviour
Temperament
This aspect is basically shows that other child behaviour and their activity directly
influences Alee performance and they become angry on other as well as Alee got
emotional.
Lifestyle
stressors
Family member behaviour also influence individual behaviour so its essential that
parent develop some effective environment and communicate with tem very good
manner.
Developmenta
l challenges
Children always believe in listen good communication, because if other people not
communicate with them in their earlier age it will directly influence their behaviour.
Emotional /
social
problems
Anger issues, emotional issues problem faces by Alee from school other child
behaviour and they become emotional very soon. But its not good aspect because all
people not consider it.
Behaviour
disorder
Alee suffer from behaviour disorder from their school teachers and from their
classmate. Sometime teacher ignorance badly influence the performance because
child has power to analyse which things are happened with them.

Trauma
Trauma issues in Alee are anger when other people influence, irritate when Alee
perform their task it will develop trauma and Alee suffer from this aspect.
Environment
and curriculum
influences
Variation in environment in child education cortex not highly influence because this
age group of people not have higher sens to recognition of environmental changes,.
Alee not so much impacts by environment influences.
Cultural Implications
Cultural aspect in child education, individual parents, teachers, society behaviour
impacts on their emotional and anger issues because some time people not connect
and listen to child thoughts.
Triggers
Other child pock and develop disrespect and not develop polite manner in any aspects.
On the basis of analysis I recognize that Alee has anger issues.
Function / consequences analysis
Analysis is critical aspect but it’s easier to identify that anger issues directly influences
performance and development of new things in life.
Baseline behaviour
Angry and emotional and when other child and not only child other people pock to
Alee so Alee hitting them. So its not good aspect for their education.
Acceptable alternative behaviour
3 Year old child name Alee and he has anger issues and hitting other when he doesn’t
have any option. But this aspect is not good fair their health it directly influence
performance of him for when he become adult.
Limits and guidelines
Effective education and teachers and parents are major responsible for their child
behaviour.
Goal
A good child must be build by good education and teacher has to consider unique
approaches for provides right direction to children.

Long term objectives(possible steps to
alternative behaviour)
It is important that people develop effective communication and unique things to
resolve this typical issue of child behaviour.
Short term objectives (hat we see now) Provides emotional support and motivation on daily basis.
Resources and materials
Good education and right things, good and polite communication and many more.
Teacher and parent’s good behaviour.
Relationship based strategies to help the
child learn about and manage their own
behaviour
It influences performance of students
with positive manner.
Teacher’s responsibility to daily provides
right direction to children.
Needs and concerns of other children
Provides them right education and speak to other children about their individual
behaviour.
What additional help is needed
Analysis of Alee my multiple aspects are clear that education is important which
means right education and guidance is more essential approach.
Step 4 – implementing and communication
Implementation Dates: 15/09/2021
How have you communicated the plan to
the children?
Provides right direction for whole life.
Who else is involved in implementing
strategies?
Education department and parents and other family members.
How was this communicated? Childhood education professors and experts.
What support did you offer your colleagues
during the week of implementation?
Is to build effectiveness and implement some aspects for child motivation and
solution of their anger issues.
Step 5 – effectiveness of the plan
Has the plan been implemented
effectively? Why or why not
Implement strategies because of solution of child anger and emotion issues.
Was the baseline for behaviour achieved? Higher emotional and higher anger both factor influence performance of whole life.

Reviewing the child’s behaviour, has this
plan been effective in managing the
behaviour or are modifications needed?
Overall analysis of Alee behaviours I communicate with school teacher and provide
information to their staff that develops motivation and effectiveness in child
behaviours.
Critically reflect on how the
implementation of this plan supported the
room environment, educators and
children.
This is your opportunity to professionally
outline how you feel guidelines and
boundaries assist children within your
environment.
Was it challenging to have these
conversations etc.
Other child and not only child other people not communicate properly to anyone
without reason its influence their performance towards with child behaviours. So its
not good aspect for their education.