Simulated Assessment Block 2 for CHC50113 Diploma of Early Childhood Education and Care: Inclusion and Behavior Planning | Desklib

This assessment guide is for CHC50113 Diploma of Early Childhood Education and Care students. It includes a case study on collaborating with families and professionals, and simulated assessments on behavior observation/analysis and behavior plan. Learners will need to access resources and templates to complete the assessments successfully.

Simulated assessment block 2
CHC50113 Diploma of Early Childhood
Education and Care
CHCECE020 Establish and implement plans for developing cooperative behaviour
CHCECE021 Implement strategies for the inclusion of all children
CHCECE026 Work in partnership with families to provide appropriate education and care
for children

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Contents
Declaration of authenticity....................................................................................................................3
Assessment summary............................................................................................................................4
Learner instructions...............................................................................................................................5
Assessment overview............................................................................................................................6
Simulated assessment 1........................................................................................................................7
Working Alongside Children and Families (Inclusion Plan)................................................................7
Simulated assessment 2......................................................................................................................22
Behaviour observation/analysis.......................................................................................................22
Simulated assessment 3......................................................................................................................27
Behaviour plan.................................................................................................................................27
Templates and case studies.................................................................................................................32
Template: Observe and analyse behaviour.....................................................................................33
Case Study.......................................................................................................................................39
Observations....................................................................................................................................41

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Declaration of authenticity
IMPORTANT NOTE:
This declaration must only be signed and dated once all assessment tasks in this booklet have
been completed by you/when you are submitting your assessments to your trainer. If it is signed,
dated or submitted before your assessments, it will not be accepted and you will need to resubmit
it, which may delay the marking process.
==================================================================================
I declare that I have completed all tasks as
outlined in this assessment document and that the work submitted is entirely my own.
I understand that all material will be assessed against the unit/s of competency indicated, and that
assessment material or evidence will be returned for correction or adjustment if it does not meet
standards.
I understand that competency will not be given if I do not meet the assessment evidence
requirements.
I understand that all work and supporting documentation submitted will be retained for audit
requirements.
Signed Date

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Assessment summary
Note: Only assessors are to complete this section - this is the final
checklist upon completion of this booklet
Learner’s name:
Assessor’s name:
Unit/s of Competency:
CHCECE020 Establish and implement plans for developing cooperative behaviour
CHCECE021 Implement strategies for the inclusion of all children
CHCECE026 Work in partnership with families to provide appropriate education and care for
children
Task Description S/NYS
Simulated Assessment Block 2
SA1 Simulated assessment 1: Working Alongside Children and
Families (Inclusion Plan) ☐ S ☐ NYS
SA2 Simulated assessment 2: Behaviour observation/analysis ☐ S ☐ NYS
SA3 Simulated assessment 3: Behaviour plan ☐ S ☐ NYS
Assessor signature: Date:

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Learner instructions
To successfully complete the units of competency in this program, you will be assessed using a
variety of assessment methods which may include quizzes, projects, workplace or placement
assessments and observations.
When marking each assessment that you submit as part of your program, your trainer/assessor will
review your assessment evidence and make a decision on your competency using benchmark
answers and marking criteria. They will provide you with clear feedback on your results and support
you in achieving your learning goals.
For information on the specific learning activities and assessment methods used in this program and
an overview of each unit of competency, please refer to the Program Guide that was provided to you
by your trainer along with your Learner Journey Roadmap.
When completing your assessments, you will need to refer to your Learner Assessment Companion
Guide. This guide is an essential tool, covering information such as:
 Types of assessment methods
 Glossary of assessment terms
 Plagiarism and collusion
 Referencing your work
 How to seek assistance/support
 How much assistance/support is allowed to be given
 How to submit your assessments
 How to check the due date/ask for an extension
 How you will receive feedback
 Our appeals process.
If you did not receive your Assessment Companion Guide, Program Guide or Learner Journey
Roadmap, please reach out to your trainer immediately via phone or email. Alternatively you can
email our student support team at

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Assessment overview
The table below lists all of the assessments learners must complete in order to be deemed
competent in the unit/s of competency in this cluster.
Cluster: Cluster 5: Inclusive and behaviour planning
Assessment Overview Timeframe
Quiz
The quiz consists of a number of short
answer questions and case studies to
assess your depth of understanding,
knowledge and skills in this cluster.
1 – 2 weeks
Simulated assessment 1:
Working Alongside
Children and Families
(Inclusion Plan)
In this assessment you are required to
develop and implement an individual
support plan to facilitate the inclusion of
at least one (1) child who is known to
have barriers to learning; you will be
stepped through a case study to learn
more about the identification, referral,
and inclusion process within a service.
1 week
Simulated assessment 2:
Behaviour
observation/analysis
In this assessment you are required to
work with your trainer to document
observations of three (3) children who
are displaying challenging behaviours.
1 week
Simulated assessment 3:
Behaviour plan
In this assessment you are required to
develop a behaviour plan based on a case
study and simulated observations of a
child. You will then reflect on and review
on its effectiveness based on the
information provided to you in the case
study. Your trainer will play the role of
your supervisor and of the child’s family
member during this assessment.
2 weeks
Observation: Positive
interactions with children
and families
In this assessment you will be observed
either by your assessor or a nominated
supervisor preforming a range of tasks in
your workplace relating to your
interactions with children and families.
2 hours

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Simulated assessment 1
Working Alongside Children and Families (Inclusion
Plan)
About this assessment (step-by-step instructions)
As an early childhood educator, you will often work with children and families who present with a
diverse range of care needs; Educators need to be aware of these needs and contextualise care to
ensure it is relevant and sensitive to individual children and families.
For this project you will imagine that you are a lead educator in a service that has a new child with
additional needs looking to start in your room. You will use current legislation and literature to learn
new knowledge and work your way through the scenarios to help give your new child the best
chance to learn and thrive in your setting.
To achieve this you must complete the following:
1. Access and read the resources listed under the ‘Resources You’ll need’ section of this
assessment; these resources are necessary in ensuring your successful completion of
the assessment task.
2. Keep these resources accessible and begin working through the different case scenarios outlined
below.

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Case Study: Collaborating with Families and Professionals
Zian Ma - Part I
Family
Zian (2.7yrs) is an only child. He lives with his mother and father, both in their early 40’s, and
an elderly aunt. Zian was born in Australia. His parents and aunt have been living in Australia
for 10 years. Zian’s parents speak to him in Mandarin as well as English. His aunt speaks to
him only in Mandarin.
Zain’s parents are busy professionals and work full time. Until quite recently he was cared
for by the elderly aunt who is now unwell and unable to manage his care. Zian’s parents are
seeking to enrol him at the service full time.
Health Issues
Zian has many health issues. He is allergic to many foods including dairy, eggs, shellfish and
wheat products. Reaction to these foods is generally mild but on occasions has been so
severe that he has had to be hospitalised. Zian is also asthmatic and uses a nebulizer morning
and evening.
Zian has been slow to reach developmental milestones. He currently is under the care of a
paediatrician. Zian is also being treated with traditional Chinese herbal medicines to build
his immune system. These medicines are given to Zian four times each day.
Development
On the three occasions when you have met with his parents at the service, Zian did not make
any attempt to interact with his parents. He was observed to sit passively on the floor playing
with a toy. He made no attempt to explore his surroundings. He was not observed to engage in
any verbal interactions.
Question 1
a) Based on the information available in the scenario above and the Red Flags Early
Identification Guide, list the issues relating to Zain’s health and development that are of
concern and how they will need to be catered for in your service.
There is red flag which includes not learning new words, Zian needs strong parental
concerns, poor interaction with others. There is need to make Zian comfortable that can
help to interact with others.
b) What additional information should you seek in relation to Zian’s health and
development issues?
There is need for the proper assessment which can allow to identify the reason of not
getting proper development. Such type of information can be effective to improve Zian’s

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health along with development issues.
c) Your Director recommends you ask the family for a report from the paediatrician and
request Zian have his hearing tested by an audiologist. Suggest why she has asked you for
these assessment/reports and how you could help the Ma’s find an audiologist in their
community?
She has asked about these assumptions because there is high chance of hear disorder to Zian. To
ensure about this there is need to communicate with Audiologist for the assessment. For this, there
is need to recommend Ma’s to find audiologist in their community. There are some recommendation
for audiologist like Dr. Jessica Vitkovic, Mrs Myra Ng, Mrs, Marian Jones etc.
d) What are two ways you can support Zian and his family’s enrolment and orientation into
the service (for example think about your communication with his family)?
There is need to effectively communicate with Zian family by providing all the information
about the enrolment procedures. There is also need to ensure that Zian family know all the
available services that will provided to Zian for better orientation.
e) The Disability Discrimination Act 1992, which applies to all children’s education and
careservices, makes it illegal ‘to discriminate against a person’s physical, mental or
other
disability’. Using section 22 of the Act; explain how it would have classed as discrimination
against Zian if you did not accept his enrolment application to your service?
Any service provider should not neglect or deny to take admission or enrolment due to any
type of disability. If this happens, such type of activity comes under the discrimination.
f) Using your knowledge as well as your E-Book ‘Frameworks for Learning and
Development’ as a guide; name two policies in an early childhood service that relate to
inclusion of children.
There are two policies which are related with inclusion of children that may include The
Commonwealth Privacy Act 1988 and Disability discrimination act 1992 and Education policy
where everyone deserves education.
Zian Ma - Part II
As part of the orientation process for Zian, you made time to chat informally with Mrs. Ma to
learn more about his development. You discovered that:
Difficult pregnancy – Zian was born at 28
weeks. Zian was a difficult and fussy feeder.

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Question 2
According to the UN Convention on the Rights of the Child: Children who have any kind of
disability should receive special care and support so that they can live a full and independent life.
Using the link provided, identify which article relates to the above information.
Article 23 related to the above information which says that every child should receive special care and
support to live full along with independent life.

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Question 3
Getting consent for referring a family to outside services can sometimes be a stressful and
anxious experience depending on the family. Below is an example of a Consent for Referral form
that has been signed by Zian’s family to help with their referral to the Blue Bay Early Intervention
Centre. In your own words, explain what you would say to Zian’s family to gain this permission
for referral?
In this, there is need to effectively communicate with Zian’s family by providing all the information about their son.
There is also need to inform them about the benefit of this assessment and can be helpful for Zian’s development.
This can be helpful to make them understand about the need of referral that can be helpful for the Zian’ s proper
development.
Question 4:
Explain why it is essential to inform the family of the service’s privacy and confidentiality policy as
part of the referral process and how would you make sure Zian’s records are always kept
confidential? You should refer to regulation 181 in the Education and Care Services National
Regulations when answering this question.
Consent for Referral
The educator has requested that my son/daughter be referred for an assessment which will
assist in the development of his/her educational program.
I, declare that I am (please check the appropriate box):
þ the parent
o legal guardian
of: Zian MaDate of birth: 21/01/xx
I give consent for referral for an assessment to: Blue Bay Early Intervention Centre.
I acknowledge that I have been informed of the nature of this assessment. I understand that
the results of the assessment will be discussed with me and any recommendations explained. I
give permission for the results of the assessment to be share with educators at Blue Bay Early
Learning Centre in accordance with the Service’s Privacy/Confidentiality
Policy.
Name: Signature Date:

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While delivering services, it is essential to maintain the confidentiality and privacy to keep record
under regulations and should not be communicated with third parties without concern of Zian’s
family member and the regulated authority. As per regulation 181 in the Education and care
services National regulations, information should be shared with the child whom the information
relates, parents of concerned child, regulatory authority who is an authorized officer and to the
person whom to share information after written consent.

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Question 5:
Using the ‘Request for Assessment’ template provided complete the sections:
i. Reason for referral/assessment request
ii. Brief summary of key developmental concerns
iii. How the assessment report be used by the service
When completing this task, you should refer to the information already gathered in the past.
Request for Assessment
Referral to: Blue Bay Early Intervention Centre
From: ********, Senior Educator, Blue Bay Early Learning Centre Phone: [phone]
Email: ******@bluebayelc.com.au Date: 00/03/xx
Name of child: Gender: ☐ Male ☒ Female D.O.B: 21/01/xx
Attendance Pattern: Monday – Friday (7.30am – 5.30 pm)
Name of parent/s / legal guardian: Shirley Ma (mother); Hulin Ma (father)
Address: 73 East St Blue Bay Mobile: [phone]
Email:
i. Reason for referral/assessment request:
To ensure about the audibility of Zian which can be highly helpful to plan for better development.
Through assessment care can be effectively provided for better outcomes.

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ii. Brief summary of key developmental concerns:
Zian does not reply and take concern to any sound which may lead to create impact on Zian’s
development. There is need to ensure about the proper development which may include hearing
issue, communicating issues, not getting concern to his parents, not interested to meet others are
some of the developmental concern which should be ensure for Zina’s growth and proper
development.
iii. How the assessment report will be used by the service:
This assessment report will be highly helpful for the service provider. This can be effective and
allow them to make developmental plan according to this which can be effective and help Zian’s
for health improvement along with proper development.
Zian Ma – Part III - 12 weeks Later
The report from the paediatrician expressed general concerns about Zian’s
development but
did not provide any specific information in relation to his development.
The hearing test revealed a mild hearing loss in one ear which did not explain
Zain’s lack of language development.
There is an Asthma and Allergy Management Plan in place.

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You sought permission from the Ma’s for Zian to be assessed by the Early
Childhood Special
Education Team. This assessment took place at the service and at the Special Education centre.
Zian is also now attending speech therapy.
Zian’s parents have been very cooperative and have provided the assessment
team with quite a lot of additional information about Zain’s early development.
The key findings from the assessment are:
Zian is developmentally delayed – currently assessed as functioning at a developmental
level of 18 months.
Zian has a 20% hearing loss in his right ear.
Zain’s height/weight is well below average for his age – he tires easily.
Zian has poor fine and gross motor skills.
Zain’s language is significantly delayed – he has a vocabulary of less than 20 words
(a mixture of Mandarin and English)
Through observation and interactions, you have also gathered the following information:
about Zian:
Separates easily on arrival.
Has settled well into the daily routine.
Is beginning to form a secure, trusting relationship with his educators.
Enjoys outdoor play - wheel toys, sand and water play.
Enjoys music and likes to dance.
Does not initiate interactions with other children but will play alongside others.
Looks to other children and copies other children when simple directions given by educators.
Rarely uses verbal language – communicates mainly by gesture.
Enjoys picture books – can correctly point to some animals and common objects.
The Ma’s
Zain’s parents have been devastated by the assessment report. Mrs. Ma tells
you that she thought Zian would grow out of his problems and catch up with other
children his own age. She also told you that now Zian is attending the program and mixing
with other children it is obvious to her just how delayed Zian is in his development. She
reports that her husband is extremely upset and worries that Zian will not have a normal
life.

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Question 6
Using the ‘Inclusion Support Plan’ template provided, complete the sections of the Inclusion Support
Plan for Zian that are coloured grey:
a) List the child’s strengths and interests
b) List the child’s social and communication skills.
c) Goal 1
 What barriers may impact on achievement of this goal?
 Identify the child’s strengths related to goal.
 List two strategies that could be put in place to work towards achievement of this goal.
d) Goal 2
 What barriers may impact on achievement of this goal?
 Identify the child’s strengths related to goal.
 List two strategies that could be put in place to work towards achievement of this goal.
Inclusion Support Plan
Child’s Name: Zian Ma D.O.B: 27/02/xx
Attendance Pattern: 5 days per week Date of enrolment: 16/03//xx
Name of parent/s or legal guardians: Su-Lee Ma (M) Joe Ma (F)
Services currently working with child/family:
Blue Bay Speech Pathology Centre: Sue Brown (04189999xx)
Blue Bay Early Intervention Centre: Jack Smith (04188888xx)
Planning
You work with the Ma’s to develop some goals for Zian. She knows that this
must be done sensitively as both parents are still coming to terms with their
son’s assessment. You are
preparing to meet with the Ma’s to develop an educational plan for Zian. She
is eager to point
out Zian’s strengths and based the plan around building on what he can do
rather than on what he can’t do.

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Blue Bay Paediatric Centre: Dr. Green (0412xxxx)
a) List the child’s strengths and interests
 He gets settle well with daily routine.
 Enjoy his own company.
 Enjoys music and likes to dance.
 Trusting relationship with educator.
 Enjoy dancing and outdoor play.
b) List the child’s social and communication skills.
 Zian’s get easily separates on arrival.
 He does not communicate verbally but use the gesture.
 He makes better relationship with his educator.
 He likes to less communicate with other due to his hearing issues.
Key areas of developmental concern.
 Delayed spoken language.
 Fine and gross motor skills.
 Developmental delay
c) Goal 1: Develop Zian’s fine and gross motor skills.
What barriers may impact on
achievement of this goal?
Identify the child’s strengths related to goal:
Due to not able to hear by one ear may impact
on achievement of goal.
He may achieve goal when he is directed effectively.
List two strategies that could be put in place to work towards achievement of this goal:
 Communicating effectively to share the instruction to perform well.
 Clear instruction can be effective and allow to achieve goal.
d) Goal 2: Develop Zain’s expressive English language skills

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What barriers may impact on
achievement of this goal?
Identify the child’s strengths related to goal:
Using of gesture language can be barrier He makes trusted relationship with educator which may help
to achieve the goal.
List two strategies that could be put in place to work towards achievement of this goal:
 Motivation to speak English for mainly communication which can be effective and can help to get
better connecting with others.
 Proper guidance to Zian can help to get better use of English communication language to
communicate with others.
Zian Ma – Part IV - 6 Months Later
Zian has progressed well:
He has a vocabulary of around 80 words in English, which is a dramatic improvement.
He will now initiate verbal interactions with educators using words, gestures and 2-
word phrases.
Zian’s balance and coordination has improved - he can run without falling
over; walk with adult assistance along a wide balance beam, and crawl through a tunnel.
Zian can use a spoon and fork to feed himself, hold and drink from a cup without
assistance, wash but not dry his hands, assist in dressing himself, and remove own shoes
and socks.
With adult support, Zian can manipulate and complete 8-10 piece inset puzzles.
Zian can hold crayons/pens/paint brush using palmer grip, pick up small objects using his
thumb and forefinger, use large interlocking blocks, and build small towers with 6-8
blocks.
Zian will now engage in associative play with peers and occasionally initiate play with others.
The Ma’s
Everyone is pleased with Zian’s progress. Zian now insists on doing most things for himself,

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saying ‘me do’.

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Question 7
a) Suggest how you might respond to the Ma’s concern that Zian is rejecting his
Chinese culture.
In this, there is need to respond that Zian is more comfortable with English language
and due to using English language most of the time to communicate influence him to
use this language and adopting with it regular.
b) This morning you notice that Zian starts a conversation with one of his peers, how could
you share this positive achievement with Zian’s family?
There is need to inform Zian’s family that he is improving and has started conversation with
one of his peers which is progressive for Zian’s development. In this, there is need to meet
Zian’s family face-to-face which can be more effective to tell this happy information.
c) Your director asks you to get some feedback off Zian’s family in regards to the inclusion
support procedures that exist in the service. What are two (2) ways you could gain
feedback from Zian’s family?
 Through asking directly about the change in the Zian’s behavior.
 Through asking about communication with his family.
d) It has been 6 months since Zian started in your service and you want to get some
information on the progress of Zian’s development. What are two ways you could get this
information and who from?
 Through contacting with the Zian’s family who can share the information about
the progress of Zian.
 Through assessment process which can provide the report about the Zian
improvement. This can be asked by Blue Bay Early Intervention Centre.
Unit/s of competency:
 CHCECE021 Implement strategies for the inclusion of all children
 CHCECE026 Work in partnership with families to provide appropriate education and care
for children
How long it should take
Zian’s parents report that he now refuses to speak Mandarin at home. They
are concerned that
Zian is rejecting his Chinese heritage and have asked you how they can
address this at home.

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This assessment should take around 2 weeks to complete.
Resources you’ll need
 Red Flags Early Identification Guidelines (https://www.childrens.health.qld.gov.au/wp-
content/uploads/PDF/red-flags.pdf)
 Early Years Learning Framework Developmental Milestones
(https://www.childrens.health.qld.gov.au/wp-content/uploads/PDF/red-flags.pdf)
 Disability Discrimination Act 1992 (https://www.legislation.gov.au/details/c2016c00763)
 Education and Care National Regulations
(http://myecc.com.au/Documents/External/NSW_Legislation_pdf_view_regulation_2011_(2
018).pdf)
 Un Convention on the Rights of the Child
(https://www.unicef.org.au/Upload/UNICEF/Media/Our%20work/childfriendlycrc.pdf)

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 Frameworks for Learning and Development- Karen Kearns Texbook
What you’re required to submit
To achieve a satisfactory result for this assessment, you will need to submit the following evidence
to the standards specified in the instructions:
 Written responses comprehensively addressing questions 1-7
 Completed request for assessment template (question 5)
 Completed inclusion plan template (question 6)
REMINDER: Before you submit your assessment evidence, please ensure that:
 Your file name includes your name, the cluster number and assessment number
 The above details are also included in the footer (for Microsoft Word files) or
somewhere prominent for your assessor to see (for all other file types).

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Assessment checklist
Qualification: CHC50113 Diploma of Early Childhood Education and Care
Cluster: Cluster 5: Inclusive and behaviour planning
Unit/s of
competency:
CHCECE021 Implement strategies for the inclusion of all children
CHCECE026 Work in partnership with families to provide appropriate education
and care for children
Assessment: Simulated assessment 1: Working with Children and Families (Inclusion plan)
Note to the assessor:
To mark this assessment adequately, you must verify that the learner has demonstrated all of the
evidence requirements as listed in the assessment checklist. Where the learner has not addressed an
item on the assessment checklist, please provide feedback clearly outlining the areas they need to
rework in order to demonstrate competency.
Marking criteria Yes/No Comments (if ‘no’)
Did the learner submit the following
evidence:
 Answers for questions 1- 7
☐ Yes ☐ No
Did the learner correctly list the health
concerns for Zain and how they would be
catered for in your service? ☐ Yes ☐ No
Did the learner explain what additional
information should found in relation to
Zian’s health and developmental issues? ☐ Yes ☐ No
Did the learner suggest why the director
asked you for the assessment/reports and
how you could help the Ma’s find an
audiologist in their community?
☐ Yes ☐ No
Did the learner suggest two ways you could
support Zian and his family’s enrolment and
orientation into the service? ☐ Yes ☐ No
Did the learner explain how it would be
classed as discrimination against Zian if his
enrolment was not accepted at the service? ☐ Yes ☐ No
Did the learner describe 2 ECEC policies that
relate to inclusion? ☐ Yes ☐ No

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Marking criteria Yes/No Comments (if ‘no’)
Did the learner gather additional resources
or sources of information to assist in
developing and adapting curriculum to meet
additional needs?
☐ Yes ☐ No
Did the learner identify which article relates
to the UN Convention on the Rights of the
Child? ☐ Yes ☐ No
Did the learner explain what you would say
to Zian’s family to gain this permission for
referral? ☐ Yes ☐ No
Did the learner explain why it is essential to
inform the family of the service’s privacy and
confidentiality policy as part of the referral
process and how would you make sure
Zian’s records are always kept confidential?
☐ Yes ☐ No
Did the learner correctly identify the reason
for referral/assessment request? ☐ Yes ☐ No
Did the learner provide a brief summary of
key developmental concerns? ☐ Yes ☐ No
Did the learner describe how the assessment
report would be used by the service? ☐ Yes ☐ No
Did the learner list the child’s strengths and
interests? ☐ Yes ☐ No
Did the learner list the child’s social and
communication skills? ☐ Yes ☐ No
Did the learner identify the barriers, child’s
strengths and two (2) strategies relating to
Goal 1 and 2? ☐ Yes ☐ No
Did the learner suggest how they might
respond to the Ma’s concern that Zian is
rejecting his Chinese culture? ☐ Yes ☐ No
Did the learner describe how they could
share the positive achievement with Zian’s
family? ☐ Yes ☐ No
Did the learner note two (2) ways you could
gain feedback from Zian’s family? ☐ Yes ☐ No

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Marking criteria Yes/No Comments (if ‘no’)
Did the learner describe two ways they
could get progress information and who
from? ☐ Yes ☐ No

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Simulated assessment 2
Behaviour observation/analysis
In a social learning environment where young children are learning about themselves and their own
emotions, they are also challenged with trying to grasp those of other children around them. By
doing so they begin to shape their emotional self-regulation, and many times they need educators to
support them through the process. As such, educators need to take into account the diverse range
of factors that contribute to or influence children’s behaviour in order to guide them appropriate to
regulate their own behaviour (NQS QA5, Standard 5.2, Element 5.2.2).
About this assessment (step-by-step instructions)
Inappropriate anti-social behaviours can be observed in a number of different settings or situations
as children develop their sense of identity within their learning community. Careful observations in
a range of settings and times will allow educators to identify triggers and/or contributing factors.
For this two-part simulated task, you will watch 3 vignettes, document your observation of the
suggested child in each vignette using the allocated observation tool, analyse your observations and
identify the possible triggers and contributing factors for each child’s behaviour. You will then
recommend a short-term and a long-term goal for each of each child and discuss the possible
strategies that could be implemented to support your goals with your trainer who will role-play as
your co-educator.

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Part one
1. Watch through the 3 vignettes once.
 Alex (I want one now) – Anecdotal
o https://youtu.be/N7nKoA2Bg_0
 Ian (wants his peers to follow his play rules) – Running Record
o https://www.youtube.com/watch?v=KS-pd34wnT4
 Jayden (upset over not having a small spoon) - Jottings
o https://youtu.be/KX6KRm3Bugg
2. Using the observation tools provided, watch each vignette again and document
your observations accordingly.
It has been observed that Alex like to play with fireman but Josh was already
playing with it. So, Josh asked Alex to give it later when he is done. But Alex wanted
to play with it at the right time and for this, he cried and again asked Josh to give it
to it but get denied.
3. Analyze each observation basing on what you have recorded and identify the possible triggers or
consequences which are causing/maintaining the behavior. Scan environment and curriculum in
each setting for possible influences on behavior.
Alex was crying for the fireman which he like to play with it. But this was busy with the Josh and was
not free that Alex can play with it. In this, Alex wanted to play with fireman at the right time which
was not possible because Josh was not wanted to give it to Alex.
NOTE: Your analysis should be non-bias, maintaining the dignity and rights of the child, as well as
strengths of the child to provide a balanced profile of the child.
4. Consider the range of factors that contribute to or influence behaviour suggested in page 296
of textbook ‘Frameworks for Learning and Development’ and identify them.
Child emotional development and limited social experiences these are the factor which allow to
influence behavior which impact learning development.
5. Recommend a short-term and a long-term goal for each child to guide the children in
regulating their own behaviours. When setting goals, it is critical that you use your service’s
Behaviour
Guidance or Interaction with Children policy to guide you. For the purpose of this task, please

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refer to the sample ‘Guiding and Supporting Children’s Behaviour’ policy to guide your goals and
strategies.
For the Alex
Short term goal - There is need to make him learn to keep patience.
Long term goal – Make him learn to sharing things and wait for own turn.
For the Ian
Short term goal- To effectively communicate with peers.
Long term goal- To make people understand about the view point.
For the Jayden
Short term goal- To learn about variation in size.
Long term goal- To make him learn about identifying things according to their appearance.
Part two
1. Role play with your trainer who will pretend to be your co-educator and use the analysed
information to discuss and document strategies on how you could support children in
regulating their own behaviour through the short-term and long-term goals, developing pro-
social skills. In is critical at this stage to consider the child’s individual needs, cultures,
background,
developmental stages and interests.
There is need to identify the child’s individual goals which includes pro-social skills and culture which can
have high impact on the background of learning along with developmental stage and interests. In this,
there is need to take care about the short term goal which can be achieved by using the techniques to
delivery better education to children by influencing them to communicate effectively and make better
relationship with peers and others. In this, there is need to influence them to establish good relationship
with others according to their culture and background. This also impact according to developmental
stages and interests.

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Unit/s of competency:
 CHCECE020 Establish and implement plans for developing cooperative behaviour
 CHCECE026 Work in partnership with families to provide appropriate education and care
for children
How long it should take
This assessment should take around 1 week to complete.
Resources you’ll need
In order to complete this assessment you will need to have access to: Template: Observe and Analyse Behaviour External resource: Types of observations
o https://www.seriouslykids.com.au/2015/09/types-of-observations/
o Go to www.seriouslykids.com.au > type ‘Types of observations’ in the site search field
> select the first link ‘Types of observations’
 Sample ‘Guiding and Supporting Children’s Behaviour’ policy
What you’re required to submit
To achieve a satisfactory result for this assessment, you will need to submit the following evidence
to the standards specified in the instructions:
 Completed ‘Observe and Analyse Behaviour’ template including the following information:-
o Three (3) observation records as outlined in the instructions.
o Documented analysis of the child’s behaviour including possible triggers or
consequences which are causing/maintaining the behaviour.
o Description of at least two possible contributing factors to the behaviour.
o Documented discussions with workplace supervisor and the family regarding the
observations and possible strategies to support the child in regulating own behaviour
and supporting social and emotional development.
REMINDER: Before you submit your assessment evidence, please ensure that:
 Your file name includes your name, the cluster number and assessment number
 The above details are also included in the footer (for Microsoft Word files) or
somewhere prominent for your assessor to see (for all other file types).

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Assessment checklist
Qualification: CHC50113 Diploma of Early Childhood Education and Care
Cluster: Cluster 5: Inclusive and behaviour planning
Unit/s of CHCECE020 Establish and implement plans for developing cooperative
competency: behaviour
CHCECE026 Work in partnership with families to provide appropriate education
and care for children
Assessment: Simulated assessment 2: Observe and Analyse Behaviour
Note to the assessor:
To mark this assessment adequately, you must verify that the learner has demonstrated all of the
evidence requirements as listed in the assessment checklist. Where the learner has not addressed an
item on the assessment checklist, please provide feedback clearly outlining the areas they need to
rework in order to demonstrate competency.
Marking criteria Yes/No Comments (if ‘no’)
Did the learner submit the following
evidence:
 Completed ‘Observe and Analyse
Behaviour’ template including the
following information:-
o Three (3) observation records as
outlined in the instructions.
o Documented analysis of the child’s
behaviour including possible
triggers or consequences which are
causing/maintaining the behaviour.
o Description of at least two possible
contributing factors to the
behaviour.
☐ Yes ☐ No
Did the learner observe the behaviour/s on
three (or more) different occasions in a
range of situations and contexts?
☐ Yes ☐ No
Did the learner use three different
observation techniques for each occasion? ☐ Yes ☐ No

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Marking criteria Yes/No Comments (if ‘no’)
Did the learner describe the observed
behaviours of concern, including the effects
the behaviour is having on other children in
the service?
☐ Yes ☐ No
Did the learner analyse the observed
behaviour with co-educator? ☐ Yes ☐ No
Did the learner demonstrate an
understanding of the many factors that
impact on a child’s behaviour?
☐ Yes ☐ No
Did the learner develop appropriate short-
term and long-term goals and objectives
with specific timeframes for each?
☐ Yes ☐ No
Did the learner cover at least three
relationship-based strategies that help
children learn about behaviour?
☐ Yes ☐ No
Did the learner refer to relevant
organisational standards, policies, and
procedures in their review of their behaviour
plan?
☐ Yes ☐ No

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Simulated assessment 3
Behaviour plan
An effective behaviour-management intervention program (Behaviour Plan) is a document that
addresses inappropriate or challenging behaviours and outlines strategies to guide the improvement
of the behaviour. Addressing behaviour issues is a sensitive task which requires working with both
the child and the family over a long period of time. It can be considered inappropriate for a learner
who is not known to the parent/child and/or who is only on placement for a short period of time to
engage in the discussion and planning of a child’s behaviours of concerns and needs. Therefore, this
simulate assessment is to provide you with the opportunity to draft an age-appropriate behaviour
guidance plan to support a child in developing self-regulation skills through a case-study.
About this assessment (step-by-step instructions)
For the purpose of this task, you will read the Case Study of Kylie, the 4-yr-old child carefully and the
all the information that has already been gathered and analysed for you to prepare a behaviour
management plan.
Select the link below to access the resources for this simulated assessment.
 Simulated assessment - Behaviour plan
 Case Study – Kylie
To do this, you need to have access to
 The sample ‘Guiding and Supporting Children’s Behaviour’ policy to guide your goals and
strategies.
 The supporting document by ACECQA on Quality Area 5 to guide you
1. Basing on the information in the case study and in the observations of Kylie, develop a
behaviour guidance plan. The plan should include:
a) Baseline behaviour: A description of the challenging behaviour/s that requires modification
There is need for improvement in making better relationship with peers which can be effective and requires
modification.
b) Alternative behaviours: An outline of the behaviours that you will encourage/will praise
in trying to achieve the baseline behaviour.
Through pretend play can be encouraged to improve to establish relationship with peers.
c) Goals: At least one (1) long-term and one (1) short-term goal/objective for the child based
on the specified behaviour. Include the specific timeframes for each goal/objective.

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HINT: Short-term goals should be around 2 – 3 weeks and long-term goals 3 – 12 months.
Short term goal
Encourage Kylie to play with peers which can be effective and allows to establish communication within them
which can take 2 to 3 week of time.
Long term goal
To communicate with others without any hesitation and can communicate effectively with other by making good
relationship and work with partnership. This should be done within 6 to 12 months of time.

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d) Managing the behaviour: Strategies on how you will manage the challenging
behaviours, including curriculum and routine, as well as ways to help the child manage
their own
behaviours. Your strategies should take into consideration factors such as the child’s cultural
background, abilities, age and stage of development.
There is need to use the cultural and stage of development that can helpful in managing
behavior.
e) Environmental changes: An outlines of the changes you would make to the environment
to support the child’s behaviour.
There is need to make friendly environment through organizing an activity where everyone should
get interacted with each other.
f) Engaging the family: Strategies on how you will share the plan with the family of the child.
In this, there is need to organize meeting with parent which can be effective to share the information about the child to the family.
g) Engaging the child: Strategies on how you will communicate expectations with the child
and involve them in decision-making.
In this, there is need to establish better relationship which can provide confidence to child and
allow to share idea which can help in decision making process.
h) Engaging colleagues: Strategies on how you will engage with colleagues to best
implement the plan.
In this, there is need to provide better strategies which can be effective.
i) Materials and resources: The resources required to implement the plan.
There is need for some resources which may include proper coordinator and other helper.
j) Links to the EYLF: What learning outcomes, principles and/or practices within the Early
Years Learning Framework (EYLF) are supported through this plan?
This implies to proper development which allows to get better improvement within child.
HINT: You may like to structure your plan using a – j as your headings.
Name of Child- Kylie Start Date-
As a social care worker there are some rules
which needs to follow.
Parents has contacted regarding the behavior.
Reason for plan
To demonstrate and manage better behavior within child for better development within them.
Observed behavior
Kylie like to play alone with different costumes
and want to involve her parents to get involved in
her play. This behavior should be changed.
Tackling strategy
There is need to ensure about the identified
behavior to tackle the behavior and to improve it.
To education Kylie that everyone has their rights
to make choices.
In this, there is need to influence Kylie to get
better interaction with everyone that can help to
understand the right of choice of everyone.
Finds transition difficult to adopt which needs to
change the behavior for better.
There is need to make strategy to enable Kylie to
get invest in the process of getting better
education.

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2. Ask your trainer to play the role of your workplace supervisor. Provide your behaviour plan to
them to review and approve. Ensure you adjust your plan based on any feedback you
receive.
Ask your trainer to play the role of Kylie's family. Arrange a time to share the plan with the
'family' to discuss any concerns with them and obtain their permission to implement the plan.
There is need to implement the plan effectively that can help Kylie to understand everyone right
and learn about the their choices.
3. Ensure you document the discussions you have with your 'workplace supervisor' and
'family' (including names, dates and times) and the feedback you receive as you will need to
submit these as evidence.
There is a feedback through Kylie family which is regarding getting better understand about
the behavior plan implementation. This can be effective and allow to get better change in
her behavior that should be positive.
4. Pretend that you have implemented the plan over a minimum of two (2) weeks with the
permission of the child's family and your supervisor. Think about the possible outcomes of your
plan and come up with:
a) Three (3) examples of how Kylie responded to your strategies outlined in the plan
 She may get irritated due to routine plan which unable her to do unlikely activity.
 Kylie may get full of anger due to not able to perform well according to planned activity.
 Refuge to perform activity which are there in the plan.
b) One (1) example of a modification/change that you had to make to the plan during
the implementation
There is need to make changes in the plan about the performing activity in such a
manner that Kylie can take interest in participation for implementing the plan.
c) One (1) example of feedback given to Kylie's parents on her behavior
There is a feedback which is given to the Kylie’s parents on her behavior that Kylie is Stubborn and like to perform
activity which she like to do. This type of behavior should be improved through using the plan.
d) One (1) example of how the team worked together to implement the plan

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Through sharing information about the plan can be helpful to get better interaction with team
worker which can helpful to implement plan.
HINT: You may like to speak to your trainer about their experiences in implementing behaviour
plans.
5. Using your examples from question 4 of this task, review the effectiveness of your
behaviour plan and address the following:
a) What worked/didn’t work: Summarise what worked and did not work for the child.
To influence the behavior, help to get better change in the behavior of Kylie. It worked and allow to
get better connection with Kylie about the behavior. More changes with the behavior plan cannot
be effective and can denial of behavior plan by Kylie.

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b) Future strategies: Describe the strategies you could implement in the future to improve
the effectiveness of your behaviour plans.
There is need to change the implementation strategy with time interval to influence Kylie
to get interested in her behavior change plan.
c) Reflect on own views and values: Reflect on your own views and values on appropriate
and inappropriate behaviours and describe what impact this has had on your behaviour
plan.
There is high impact on the views and values where it is essential to take care that there
should not any compromise with others sentiment and values that affect emotion of any
individual.
d) Impacts on behaviour: Describe at least three (3) variables that can impact on children’s
behaviour i.e. stages of development, context, different family backgrounds, cultures, needs
of children.
 Limited social experience
 Changes in family circumstances
 Family relationships
e) Relationship-based strategies: Describe at least (3) relationship-based strategies you
can utilise that help children learn about behaviour.
 Make them comfortable about behavior plan.
 Ensure them to feel secure for changing in their behavior.
 Make them feel that they are being helped and supported for better.
f) Standards, policies and procedures: What organisational standards, policies and
procedures do you have to take into account when developing behaviour plans?
Getting ensure about the safety and safeguarding can be highly helpful to get better and
effective follow up of policy and procedure to take into account when developing behavior
plans.
HINT: You may like to structure your reflections using a – f as your headings
Unit/s of competency:
 CHCECE020 Establish and implement plans for developing cooperative behaviour
 CHCECE026 Work in partnership with families to provide appropriate education and care
for children

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How long it should take
This assessment should take around 1 week to complete.
Resources you’ll need
In order to complete this project you will need to have access to:
 Case Study – Kylie
 Sample ‘Guiding and Supporting Children’s Behaviour’ policy
 Supporting document by ACECQA on Quality Area 5 to guide you
https://www.acecqa.gov.au/sites/default/files/2020-
01/QA5_Supporting_children_to_regulate_their_own_behaviour.pdf
What you’re required to submit
To achieve a satisfactory result for this assessment, you will need to submit the following evidence
to the standards specified in the instructions:
 A completed behaviour plan comprehensively covering all criteria (1 a – j), signed off by
your trainer (posing as your workplace supervisor)
 Documented discussions with your trainer (posing as your 'workplace supervisor' and the
'child’s family') regarding the plan

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 A review on the implementation of the plan covering all criteria (6 a – f).
REMINDER: Before you submit your assessment evidence, please ensure that:
 Your file name includes your name, the cluster number and assessment number
The above details are also included in the footer (for Microsoft Word files) or somewhere prominent
for your assessor to see (for all other file types).
Assessment checklist
Qualification: CHC50113 Diploma of Early Childhood Education and Care
Cluster: Cluster 5: Inclusive and behaviour planning
Unit/s of CHCECE020 Establish and implement plans for developing cooperative
competency: behaviour
CHCECE026 Work in partnership with families to provide appropriate education
and care for children
Assessment: Simulated assessment 3: Behaviour plan
Note to the assessor:
To mark this assessment adequately, you must verify that the learner has demonstrated all of the
evidence requirements as listed in the assessment checklist. Where the learner has not addressed an
item on the assessment checklist, please provide feedback clearly outlining the areas they need to
rework in order to demonstrate competency.
Marking criteria Yes/No Comments (if ‘no’)
Did the learner submit the following
evidence:
 A completed behaviour plan
comprehensively covering all criteria (1 a
– j), signed off by your trainer (posing as
your workplace supervisor)
 Documented discussions with
your trainer (posing as your
'workplace supervisor' and the
'child’s family') regarding the plan
 A review on the implementation of
the plan covering all criteria (6 a – f).
☐ Yes ☐ No

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Marking criteria Yes/No Comments (if ‘no’)
Did the learner provide a description of the
challenging behaviours requiring
modification?
☐ Yes ☐ No
Did the learner develop appropriate short-
term and long-term goals and objectives
with specific timeframes for each?
☐ Yes ☐ No
Did the learner establish a baseline for the
behaviour? ☐ Yes ☐ No
Did the learner clearly outline alternative
behaviours? ☐ Yes ☐ No
Did the learner clearly outline strategies to
manage the challenging behaviours? ☐ Yes ☐ No
Did the learner outline the resources
required to implement the plan? ☐ Yes ☐ No
Did the learner outline strategies to
communicate expectations with the
observed child, family and colleagues?
☐ Yes ☐ No
Did the learner provide opportunities for
families to give feedback on the analysis? ☐ Yes ☐ No
Did the outlines strategies to communicate
expectations to the child? ☐ Yes ☐ No
Did the outlines strategies to engage with
colleagues to implement the plan? ☐ Yes ☐ No
Did the learner demonstrate an
understanding of the many factors that
impact on a child’s behaviour?
☐ Yes ☐ No
Did the learner cover at least three
relationship-based strategies that help
children learn about behaviour?
☐ Yes ☐ No
Did the learner refer to relevant
organisational standards, policies, and
procedures in their review of their behaviour
plan?
☐ Yes ☐ No

Templates and case studies

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Template: Observe and analyse behaviour
Observation: Anecdotal Record
Child: Alex Age: 2 years 5 months Gender: M
Date: Location: in the room Recorded by:
Observation:
Alex is small child who was engaged in playing. It has been observed that Alex wants to play with fireman
where he like to grab that fireman from Josh. Alex was not good to ask for that fireman with Josh. But due
to crying for it, as a service provider, there was need to make him understand to get that toy after little bit.
But Alex forces to get that toy at instant and for this he was making noise and crying. Services provider
asked Alex to ask for fireman from Josh. In this, service provider helps him to ask Josh for the fireman. But
Josh replied he will give this to Alex once he is done. This made Alex cry but service provider distracts him
by showing other toy to play that was effective and hardly distract to Alex to cry for fireman.
Analysis of behaviour and identify the triggers or consequences which are causing/maintaining the
behaviour:
Alex is stubborn and did not listen to anyone when he like to get any things. He has the behavior to
get the thing immediately when he like to get any toy. There is a trigger point that when he saw
someone to playing with some toy which is interesting them he like to grab that toy to play. This is
the trigger which cause to change the behavior.
Contributing factors: Describe at least two possible (2) contributing factors to the child’s behaviour, i.e.
the service’s environment/curriculum, recent events, child’s history, actions of others, or
developmental or emotional reasons.
Service environment- There is the contributing factor which may impact individual behavior. This allow to
act according to the setting environment.
Emotional reason- This is the factor which have impact on the child’s behavior that influence children to act
accordingly.

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Short-term goal:
To encourage Alex to play with other children that can be helpful to maintain better relationship.
Strategies to achieve short-term goal [(completed with your co-educator (trainer)]:
Through educating about respecting other choice can be effective strategy that can help and influence Alex
to change his behavior.
Strategies to achieve long-term goal [(completed with your co-educator (trainer)]:
Continue focusing on effective communication that can allow to get better improvement to achieve the
long term goal.

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Observation: Running record
Child: Ian Age: 4 years 3 months Gender: M
Date: Location: Outdoor stage Recorded by:
Observation:
Ian was try to play with the three wheeler car with Sofia and Johnny. They were playing together and
needed to perform play together where Ian was trying to lead. Others were not listening to him which
creates the difficulty to enable him to manage each other. There are others who were not listening to Ian
due to not effective communication within them. There was observation that Ian needed to take over the
leading of play activities which was effective and allow to lead the play.
Analysis of behaviour and identify the triggers or consequences which are causing/maintaining the
behaviour:
Ian has the leading behavior which influence him to take over the activity which influence his behavior
of the leadership. Not following up his action and his instruction triggers that can cause influence in
the behavior.
Contributing factors: Describe at least two possible (2) contributing factors to the child’s behaviour, i.e.
the service’s environment/curriculum, recent events, child’s history, actions of others, or
developmental or emotional reasons.
Recent events- This is the factor which influence the behavior of individual which can be effective and
allow for better development.
Developmental reason- this is the factor which is effective and allow to get better learning and
understanding about the good behavior that may have positive outcomes.

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Short-term goal:
To make him understand about effective communication to better deal while leading.
Strategies to achieve short-term goal [(completed with your co-educator
(trainer)]:
In this, there is need to make him understand about different learning which can help
to get better motivation for leading by Ian.
Long-term goal:
To develop leadership quality within Ian to lead others.
Strategies to achieve long-term goal [(completed with your co-educator (trainer)]:
Through guiding and helping to develop leadership quality can help to achieve this goal.

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Observation: ABC Record
Child:
Date:
Jayden Age: 3 years 6 months
Centre: Sandpit
Gender: M
Recorded by:
Antecedent Behaviour Consequence
(Describe what happened
immediately prior to the
behaviour)
(Describe what the student did in
objective, observable terms)
(Describe what happened
immediately following
the behaviour)
Jayden was playing with his peers
Amelia and Scooper with the sand
of digging and raising soil to spoon
with different size. It has been
observed that he was not able to
hold the big spoon which leads to
change the behavior.
Jayden has the behavior that
should influence him to learn to
raise the soil on the spoon which
was not easy with small hands. It
has been observed that he was
calm and when directed to use the
small spoon he calmly gets that for
his play stuff.
Jayden was get excited to use the small
spoon which allow to get better and
effective management of play.
Analysis of behaviour and identify the triggers or consequences which are causing/maintaining the
behaviour:
Jayden has calm behavior and seems that he like to play calmly without any more excitement and
have high focus on his activity. Not able to pick up the soil in big spoon make him trigger by getting
conscious about not able to pick soil.
Contributing factors: Describe at least two possible (2) contributing factors to the child’s behaviour, i.e.
the service’s environment/curriculum, recent events, child’s history, actions of others, or
developmental or emotional reasons.
Curriculum- This is the factor which allow Jayden that they should use that factor to get contributor to
child behavior. Through curriculum, it allows to get better and effective development.
Action of others- This is the factor which allows to change in Jayden behavior which influence through
the action of others where not getting comfortable spoon influence to change the behavior.

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Short-term goal:
To enable Jayden to guided and supported for the creative play options.
Strategies to achieve short-term goal [(completed with your co-educator (trainer)]:
Through educating and make them learn about using the right things for work or activity can help to get
better outcomes.
Long-term goal:
To educate Jayden which can allow to use the skills of problem solving.
Strategies to achieve long-term goal [(completed with your co-educator (trainer)]:
To enable Jayden by identifying other object with visual method and techniques.

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Case Study
Name: Kylie Age: 3 years & 4 months Gender: Female
Background information
Kylie attends the service Tuesdays, Wednesdays and Thursdays. She has been attending the service
for the past 6 months.
Kylie is an only child. Tom, her father works full time as a barrister and is often home from work late.
Her mother – Lisa works part-time 3 days a week as a legal secretary in the same practice as Tom.
Kylie likes Disney characters and enjoys pretend play. Lisa has commented that Kylie has often asked
them to be involved in her play. Kylie also enjoys arts and crafts activities and is showing strong fine
motor skills. She is quite articulate with an extensive vocabulary.
Kylie at times can struggle connecting with other children. When she is engaging in play she can be
quite dominate which makes it difficult for her to form relationships with her peers. However Kylie is
very comfortable around adults, often seeking them out rather than other children.
Recently Kylie is refusing to transition from one activity or routine to another. This is especially
evident when being asked to participate in a group activity. Kylie also often has outbursts of anger
when she doesn’t get her way, especially with her parents when she is being dropped off in the
mornings.
Developmental summary
Developmental area Summary
Physical development  Good balance
(fine and gross motor)  Right hand dominant
 Able to use and manipulate small objects for example scissors
 Good spatial awareness
Social/emotional  Easily upset and frustrated
development  Prefers interactions with adults
 Can be uncooperative
 Enjoys leading others
Self-help development  Independent – refuses help
 Dresses self
 Uses cutlery to feed themselves
 Toilet trained

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Developmental area Summary
Language development  Extensive vocabulary
 Showing signs of wanting to read
 Good receptive language
 Using descriptive language during play
Cognitive development  Good memory and recall
 Good attention span
 Problem-solving
 Counts to ten

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Observations
Observation: Anecdotal Record
Child: Kylie Age: 3 years & 4 months Gender: Female
Date: 16th November 2017 Centre: Growing Minds ELC Recorded by: Nikita
Kylie was engaged in play in the home corner, she was dressed up in a Cinderella dress. There was
another child in the home corner, Sadie, who was playing alone with the dolls. Kylie said “Do you
want to be Belle?” Sadie replied “No, I am being a Mum” and went back to her play.
Kylie frowned and
crossed her arms “I want you to be Belle!” Sadie ignored Kylie and continued to feed the
baby dolls. Kylie sat in the corner with her arms folded and started to cry. A few moments later,
educator, Lydia approached Kylie and Sadie. She asked if the children would like to wash their hands
and have some morning tea. Kylie shouted “No!” Lydia sat on the floor next to Kylie and
asked Kylie what was wrong.
Kylie explained that Sadie would not play with her and didn’t want to dress up as Belle.
Lydia reminded Kylie that the other children in the room are able to make their own play choices and
that perhaps someone might like to play dress ups with her after morning tea. Kylie continued to sit in
the corner and shouted “I don’t want morning tea, I want to play Disney Princesses.” Lydia
left Kylie in the home corner and told her that she could come and enjoy some morning tea when she
was ready. A few moments passed when Kylie stood up from the ground and started playing with the
dolls. Five minutes later, educator Sarah approached Kylie and asked again if she would like to wash her
hands and join the group for Morning Tea. This time, Kylie took her costume off and made her way to
the bathroom before she sat down at the table and served herself some fruit.
Analysis of behaviour:
Kylie enjoys engaging in pretend play. She likes making her own decisions and being a leader in play
and can become upset when her peers do not want to play with her.
Kylie finds transitions difficult and needs some time to adjust and make the decision to finish her play
before moving to the next activity in her own time.

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Observation: Running record
Child:
Date: 17th November 2017
Age: 3 years & 4 months
Centre: Growing Minds ELC
Gender: Female
Recorded by:
Kylie is sitting in the sand pit filling her bucket with sand. She is holding a small red spade in her right
hand. She scoops a small amount of sand and places it in her bucket, never spilling any sand. She fills the
bucket right to the top and then smooths the sand with her left hand. She puts the spade down and picks
the bucket up in both hands ready to tip it over and make a sand castle.
The sand castles tips out perfectly. Kylie smiles, stands up and walks to the edge of the sandpit and
begins to collect sticks and tan bark. She holds the bucket in her left hand and uses her right hand to
place the items in the bucket. Kylie returns to her sand castle and starts to place the sticks and tan bark
on her sand castle. Kylie spends the next 2 minutes rearranging the sticks and tan bark until she finally
stands back and nods her head and claps her hands.
Kylie begins to sing Happy Birthday. At this point Lydia (educator) approaches Kylie giving her a 5 minute
warning, letting her know that the group will be moving inside to begin their music class with Nikita.
Kylie does not acknowledge Lydia’s comment and continues to sing Happy Birthday.
When the song finishes Kylie blows out the candles on her sand castle birthday cake. She pretends to
light the candles and begins to sing happy birthday again. She repeats this process a further 3 times.
Lydia approaches Kylie for a second time asking her to come and join the group for music. Kylie sits down
on the edge of the sand pit facing away from Lydia with her arms folded.
Analysis of behaviour:
In the past few weeks Kylie has been avoiding attending any organised group experiences. She will be
quite defiant in her behaviour, actively ignoring educators’ requests and has even on
occasion hit out at an educator trying to encourage her to attend a group experience.
Educators have asked Kylie why she doesn’t want to participate in these experiences to
which she has replied, “Don’t want to”.
Educators’ have noticed that Kylie spends a considerable amount of time playing on her own and
when other children to approach her to join in the play, she is very domineering over them, telling them
exactly what they have to do.

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Observation: ABC Record
Child: Age: 3 years & 4 months Gender: Female
Date: 18th November 2017 Centre: Growing Minds ELC Recorded by:
Antecedent
This morning Kylie arrived to
the service early with her
father which was not her usual
routine. She looks very tired
and is holding on her
father’s leg. I approached
them saying: Good morning
Tom, Good morning Kylie. How
are you? Hi Tom great to see
you as I have not seen you for
a while.
Kylie did not respond and hid
behind Tom’s leg even
more. Tom replied that he
has definitely had better
mornings than this. He
explained that he was away
on a business trip all last week
and was in a rush to get to the
airport on time.
Behaviour
Kylie refused to move away
from behind her father’s
legs even after her father
tried to encourage her to let
go.
I approached Kylie to try
encourage her myself but
she ignored me.
After Kylie’s father left,
she burst into tears, threw
herself onto the floor and
started screaming and kicking
her legs.
When I tried to calm her
down she would scream
louder and kick her legs more.
Consequence
The consequence of the
behaviour was that she was
teary and withdrawn for
the entire morning
program.
Analysis of behaviour:
Kylie struggles to separate from her father. This may be because her regular routine has changed
this morning. Kylie is unable to express her emotions appropriately which leads to her being
upset and frustrated.

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Notes:

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