Third-Party Report: The Assessor's Role as an Observer

The Third-Party Report Form outlines workplace tasks relevant to developing positive and respectful relationships with children. The assessor observes the candidate as they complete the tasks and provides feedback. The report includes details about the candidate, observation, and tasks. The report also covers practices and routines that honour children, their families, and communities.

THIRD-PARTY REPORT
THE ASSESSOR’S ROLE AS AN OBSERVER
The assessor is to observe the candidate as they complete the tasks outlined in this Third-
Party Report Form.
To fulfil the role of the candidate’s observer, the assessor must:
Before observing the candidate: Review and discuss the tasks and requirements listed under each task in this
Third-Party Report Form.
As the candidate is completing each task outlined in this form:
 Observe the candidate as they complete/demonstrate each task and each
requirement outlined in this form.
 Take notes as you observe the candidate. You can use/refer to these notes when
providing comments/feedback on the candidate’s performance.
 As the candidate completes each task in this form, they will:
o Record how they completed this task.
o Record important details relevant to them of this task, where required.
The candidate will then submit their responses to you.
 Review the information they recorded on each task and provide your comments
and feedback on the candidate’s performance in the Assessor’s
comments/feedback section.
 In the Observed By section of each task:
o Sign your initials as confirmation you have observed the candidate and as
confirmation that the information they recorded in this form is true and
accurate.
o Provide the date and time when you observed the candidate.
IMPORTANT: Do not sign off on the task if the information the candidate
recorded is not true and factual, i.e. it contradicts what you have observed,
and if there are missing details in their responses. In these instances, please
let the candidate know immediately.
After all tasks have been completed by the candidate:
 Complete and sign the Assessor Declaration section. The signature must be
handwritten.
 Return the form to the candidate.

TO THE CANDIDATE
The following outlines workplace tasks relevant to developing positive and respectful
relationships with children while being observed by your assessor in the centre.
Complete each task outlined in this Third-Party Report Form while being observed by
your assessor. Your assessor will record important details from their observations in this
form.
TO THE ASSESSOR
By signing in the Observed by sections of each task, you are testifying that you have
sufficiently observed the candidate complete the task as recorded in this Third-Party
Report Form. You are also confirming that they have completed the task in accordance
with their work role and responsibilities, organisational policies and procedures,
relevant legal and regulatory requirements, and industry standards.
Candidate Details
Candidate name
Title/designation
Workplace/organisation
Observation Details
Date of observation
Time of observation
Location
Observed by

TASK 1 – Sit and talk with at least two children in a manner that creates a relaxed
and unhurried routine during mealtimes.
CHILD A Age of child: 5
Describe the context of this instance, including a description of the child (do not provide
their real names) you sat and talked with as well as the topics you talked about with the
child.
In this, the child is 5-year-old and show their interest in interacting and a good listener.
With child the discussion is based on stories book and novel which create interest among
them.
Describe how you created a relaxed mealtime routine for this child.
With the aspect with child, I make a storytelling time and with this the mealtime routine is
deliver to child.
Describe how you created an unhurried mealtime routine for this child.
By providing sort meal and less meal but healthy in protein and vitamins. Such as milk,
bread etc.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
CHILD B Age of child: 10
Describe the context of this instance, including a description of the child you sat and talked
with as well as the topics you talked about with the child.
In this, the child is 10-year-old and facing the issue of proper eating due the games and
activities.

Describe how you created a relaxed mealtime routine for this child.
Motivate child to eat well and then play their games for long period.
Describe how you created an unhurried mealtime routine for this child.
Provide instant meal which include drinks such as juice.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
TASK 2 – In two instances, role model positive interactions with others. These
instances must be in the presence of children (collectively).
INSTANCE 1 Date and location:
Describe the context of this instance, including who was present during this instance as
well as the activity in this instance.
Your description below must show children (collectively) were present during this
instance.
In this, the ideas are taken from child on different topic. Children are used to deliver
various and thought and they are appreciated for this that boost their confidence.
Describe how your role-modelled positive interactions during this instance.
Show respect and care for other even for those people you dislike. Show the anger and the
negative emotion in the constructive way.

Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:

INSTANCE 2 Date and location:
Describe the context of this instance, including who was present during this instance as
well as the activity in this instance.
Your description below must show children (collectively) were present during this
instance.
Children listen the aspect which is based on providing the care and respect to each other
with elders one.
Describe how you role-modelled positive interactions during this instance.
The role model respect everyone and taking the approach which show self-confidence and
appreciate everyone for their ideas.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
TASK 3 – Assist in creating an environment within the centre that reflects the lives
of:
 Two children
 Each child’s family
 Each child’s local community
CHILD A Age of child: 5
Describe this child’s life.
Child is starting their primary schooling, used to learn about alphabet and number and try
to develop reading habit of books.

Describe this child’s family.
Family is supportive and focus on the emotional, physical and cognitive development.
Describe this child’s community.
Child is live in colony where the major of children are with same age. Community believe
in to be a part of progressive community.
Describe the assistance you provided to create an environment that reflects the child’s life.
The environment is rich in learning and formulating progressive thought for their life.
Explain how the environment you assisted in creating reflects the child’s life.
Develop behaviour of positiveness
Explain how the environment you assisted in creating reflects the child’s family.
Generate the thought which is constructive.
Explain how the environment you assisted in creating reflects the child’s community.
Provide aspect to understand the behaviour and vision of child.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:

CHILD B Age of child: 10
Describe this child’s life.
Child is studying and playing majorly outside games have friend with the same age group.
Describe this child’s family.
Progressive and guide children with proper support and care.
Describe this child’s community.
Have live their individual life and no interruption in other lives.
Describe the assistance you provided to create an environment that reflects the child’s life.
Provide nature which is helpful to develop social life and emotional life.
Explain how the environment you assisted in creating reflects the child’s life.
By providing social interaction and gathering.
Explain how the environment you assisted in creating reflects the child’s family.
They also communicate with other that in society which develop healthy environment.
Explain how the environment you assisted in creating reflects the child’s community.
The social interaction is helpful to reflect child community.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:

Date observed:
Time observed:
TASK 4 – Support implementation of practices that:
 Honour two children;
 Honour the two children’s families; and
 Honour the two children’s communities.
Practices here include but are not limited to: Recognising and acknowledging children’s unique strengths, interests,
achievements, etc. Acknowledging and celebrating children’s families’ history, culture, and language,
etc. Learning about local community contexts and aspirations in order to create
responsive programs to enhance children’s learning, development and wellbeing
(ECA Code of Ethics).
Supporting practices that honour children, their family and their community means
encouraging other educators to implement the practice and sharing information about
these practices to other staff at the centre.
CHILD A Age of child: 5
Describe this child.
E.g. Child’s strengths, interests, achievements, culture and language, etc.
Learning ability, playing games and listening story as interest.
Describe the practice you supported that honours this child.
Develop skill of reading books.

Describe how you supported the implementation of this practice.
By inspiring children for study with activities.
Explain how this practice honours the child
Help them for future and read the things easily.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
FAMILY A (Child A’s Family)
Describe Child A’s family.
E.g. Family’s opinions and decisions affecting the child, their circumstances, family
structure, customs, kinship systems, their cultural and linguistic backgrounds, their needs
and requirements. You may access sources of information to identify these.
Family is progressive and support of development of child.
Describe the practice that honours this family.
They support child in every aspect and provide them emotional support and care.
Describe how you supported the implementation of this practice.
Child take their responsibility and try to achieve the things.
Explain how this practice honours the family.

They proud on the child while making their support worthy.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:

COMMUNITY A (Child A’s Community)
Describe this community.
E.g. Cultural groups in the child’s community, the cultural group of the child, language,
cultures, customs within the child’s community. You may access sources of information to
identify these.
The child lives in such community where the people is progressive and interact with each
other.
Describe the practice that honours this community.
Social interaction
Describe how you supported the implementation of this practice.
By creating groups.
Explain how this practice honours the child’s community.
Motivating others.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
CHILD B Age of child: 10

Describe this child.
E.g. Child’s strengths, interests, achievements, culture and language, etc.
Physical development, ability to learn and outside games.
Describe the practice you supported that honours this child.
Develop of physical factors
Describe how you supported the implementation of this practice.
By activities.
Explain how this practice honours the child.
Develop physical strength
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
FAMILY B (Child B’s Family)
Describe Child B’s family.
E.g. Family’s opinions and decisions affecting the child, their circumstances, family
structure, customs, kinship systems, their cultural and linguistic backgrounds, their needs
and requirements. You may access sources of information to identify these.
Support their children

Describe the practice that honours this family.
Create support and provide moral support.
Describe how you supported the implementation of this practice.
Providing advice and set of activities
Explain how this practice honours the family.
Develop physical strength and help to build their own strength
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
COMMUNITY B (Child B’s Community)
Describe this community.
E.g. Cultural groups in the child’s community, the cultural group of the child, language,
cultures, customs within the child’s community. You may access sources of information to
identify these.
Community support such practices.
Describe the practice that honours this community.
Inspiring and raising the community name in sports.

Describe how you supported the implementation of this practice.
By providing support.
Explain how this practice honours the child’s community.
Motivating other for physical development.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
TASK 5 – Support implementation of routines that:
 Honour two children;
 Honour the two children’s families; and
 Honour the two children’s communities.
Routines here refer to children’s personal care routines such as eating, sleeping, toileting,
hand washing, packing away, etc.
Routines that honour children are those that recognise and build on the child’s unique
strengths, interests, achievements, language, and cultural background.
Routines that honour children’s families are those that align with the families’
preferences, practices, circumstances, history, language, and cultural background.
Routines that honour children’s communities are those that align with the cultural and
social practices within the community, holidays, practices of local cultural groups (if the
child belongs to a local cultural group), etc.
Supporting routines that honour children, their family, and their community means
encouraging other educators to implement the routine and sharing information about
these routines to other staff at the centre.

CHILD A Age of child: 5
Describe this child.
E.g. Child’s strengths, interests, achievements, culture and language, etc.
Learning ability
Describe the routine you supported that honours this child.
Basic symmetric routine.
Describe how you supported the implementation of this routine.
By motivating children
Explain how this routine honours the child.
Help in building the knowledge.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
FAMILY A (Child A’s Family)
Describe Child A’s family.
E.g. Family’s opinions and decisions affecting the child, their circumstances, family
structure, customs, kinship systems, their cultural and linguistic backgrounds, their needs
and requirements. You may access sources of information to identify these.
Family is supportive and care.

Describe the routine that honours this family.
A systematic pattern
Describe how you supported the implementation of this routine.
By promoting them and inspire the children for them.
Explain how this routine honours the family.
Work is on schedule.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
COMMUNITY A (Child A’s Community)
Describe this community.
E.g. Cultural groups in the child’s community, the cultural group of the child, language,
cultures, customs within the child’s community. You may access sources of information to
identify these.
Progressive and independent. Social interaction and communication in positive ways.
Describe the routine that honours this community.
Systematic schedule.
Describe how you supported the implementation of this routine.
By inspiring community for their support.

Explain how this routine honours the child’s community.
The support and care develop wellbeing that honours community.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:

CHILD B Age of child: 10
Describe this child.
E.g. Child’s strengths, interests, achievements, culture and language, etc.
Learning ability.
Describe the routine you supported that honours this child.
Read books, eat on time, three meals per day and drink juice and so on.
Describe how you supported the implementation of this routine.
by providing significance of routine.
Explain how this routine honours the child.
Develop time management.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
FAMILY B (Child B’s Family)
Describe Child B’s family.
E.g. Family’s opinions and decisions affecting the child, their circumstances, family
structure, customs, kinship systems, their cultural and linguistic backgrounds, their needs
and requirements. You may access sources of information to identify these.
They also follow routine for doing their work.

Describe the routine that honours this family.
Develop sense of scheduling.
Describe how you supported the implementation of this routine.
By sharing importance and significance.
Explain how this routine honours the family.
Dedicated time management.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
COMMUNITY B (Child B’s Community)
Describe this community.
E.g. Cultural groups in the child’s community, the cultural group of the child, language,
cultures, customs within the child’s community. You may access sources of information to
identify these.
Describe the routine that honours this community.

Describe how you supported the implementation of this routine.
By providing support and management towards the works.
Explain how this routine honours the child’s community.
Scenario for time management screens.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
TASK 6 – In three separate instances demonstrate the following with children
(collectively):
 Genuine interest
Demonstrating genuine interest involves active listening, encouraging children to
share more, not dismissing children, and not doing all the talking. This also
includes verbal communication such as “Go on,” “And then what happened?”
and nonverbal communication such as maintaining eye contact, going down to the
children’s eye level, etc.
 Understanding
Demonstrating understanding involves showing empathy with children, being
sensitive and aware of their needs and circumstances and being considerate of
these needs and circumstances. It involves showing support, encouragement, and
responding appropriately when children are challenging, etc.
 Respect
Demonstrating respect involves showing children kindness, politeness,
recognising their strengths, being considerate of their interests and needs,
demonstrating good manners in interactions with them, etc.
INSTANCE 1

Describe the context in this instance.
E.g. Activity, date, time, people you interacted with in this instance (do not provide their
real names), where this happened, etc.
Describe the children in this instance.
Children show interacting behaviour.
Describe how you showed genuine interest in children during this instance.
By promoting them to share their ideas.
Describe how you showed understanding to children during this instance.
By understanding them.
Describe how you showed respect for children during this instance.
Appreciate their ideas.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
INSTANCE 2
Describe the context in this instance.
E.g. Activity, date, time, people you interacted with in this instance (do not provide their
real names), where this happened, etc.

Describe the children in this instance.
Children show their interest and develop curiosity.
Describe how you showed genuine interest in children during this instance.
By showing attribute towards them.
Describe how you showed understanding to children during this instance.
By listening them in proper ways.
Describe how you showed respect for children during this instance.
By knowing their emotion and share their thought in words.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
INSTANCE 3
Describe the context in this instance.
E.g. Activity, date, time, people you interacted with in this instance (do not provide their
real names), where this happened, etc.

Describe the children in this instance
Interact with others.
Describe how you showed genuine interest in children during this instance.
By knowing their perspective and views.
Describe how you showed understanding to children during this instance.
By listening them.
Describe how you showed respect for children during this instance.
By appreciating them.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
TASK 7 – Comfort three different children in ways that address their needs:
 One of these three children must be crying
 Two of these three children must be showing two different signs of distress
(other than crying).
CHILD A (CRYING) Age of child: 5
Describe the context of this instance.

E.g. Time, date, location, activity, events that led to the child crying, why was the child
crying?
Describe how you comforted this child.
By listening their issue.
Describe how you addressed the child’s need while comforting them.
Promise to provide.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
CHILD B (SHOWING SIGN OF
DISTRESS 1)
Age of child: 10
Describe the context of this instance.
E.g. Time, date, location, activity, events that led to the child showing sign of distress, why
was the child showing signs of distress?
Identify the sign of distress the child was showing in this instance. This must be different
from Child’s C’s sign of distress.
Isolated from society and away from home.

Describe how you comforted this child.
By knowing the issue.
Describe how you addressed the child’s need while comforting them.
Providing ensured to complete their needs.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:

CHILD C (SHOWING SIGN OF
DISTRESS 2)
Age of child:
Describe the context of this instance.
E.g. Time, date, location, activity, events that led to the child showing sign of distress, why
was the child showing signs of distress?
Identify the sign of distress the child was showing in this instance. This must be different
from Child’s B’s sign of distress.
Less talkative and keep the things secret.
Describe how you comforted this child.
By interacting
Describe how you addressed the child’s need while comforting them.
By providing solution
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
TASK 8 – Respond positively to three children’s varying abilities and confidence.
Responding positively to child’s abilities and confidence includes aligning activities,
facilities, equipment and resources with their abilities and confidence, helping children
be aware of what they can do, supporting and encouraging them to take calculated risks,
facilitating learning and development activities that highlight the children’s abilities and
confidence

E.g. Setting up steeper ladders and balance beams for children who are good and
confident at climbing and setting up lower and less steep ones for beginners. Facilitating a simple play that integrates arts and crafts for props making (for
children who are good and confident in arts and crafts), drama and pretends play
(for children who are good and confident in drama and pretend play), and music
(for children who are good and confident in music).
CHILD A Age of child: 5
Describe the context of this instance.
E.g. Time, date, location, activity, description of the child (do not provide their real
names).
Describe the child’s abilities.
Self-confidence and ability to do thing based on curiosity.
Describe the child’s confidence.
Maximum during activities.
Describe how you responded positively to the child’s abilities.
By motivating child for their tasks.
Describe how you responded positively to the child’s confidence.
Help to respond task with confidence.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:

Date observed:
Time observed:

CHILD B Age of child: 10
Describe the context of this instance.
E.g. Time, date, location, activity, description of the child (do not provide their real
names).
Describe the child’s abilities.
Boost their activities and produce self-confidence.
Describe the child’s confidence.
Have ability to do work.
Describe how you responded positively to the child’s abilities.
High curiosity boost confidence.
Describe how you responded positively to the child’s confidence.
With ability.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:

CHILD C Age of child: 12
Describe the context of this instance.
E.g. Time, date, location, activity, description of the child (do not provide their real
names).
Describe the child’s abilities.
Learning the things in easier way.
Describe the child’s confidence.
Have ability to manage the tasks.
Describe how you responded positively to the child’s abilities.
By managing their energy in positive way.
Describe how you responded positively to the child’s confidence.
By enhancing set of working within task pressure.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:

TASK 9 – Acknowledge the efforts and achievement of three different children.
Acknowledging child’s efforts includes positive reinforcements on the child’s efforts, e.g.
“I can see you're focusing very hard to complete the puzzle,” “Wow! You’re almost
done. Great work.”
Acknowledging the child’s accomplishments includes giving out rewards (stars or
stickers) for accomplishments, using encouraging phrases, a pat on the back, a high five,
or clapping, etc.
CHILD A Age of child: 5
Describe the context of this instance.
E.g. Time, date, location, activity, description of the child (do not provide their real
names).
Puzzles
Describe the child’s efforts.
Solve puzzle
Describe the child’s achievements.
Take less time to solve puzzle
Describe how you responded positively to the child’s efforts.
Appreciate them
Describe how you responded positively to the child’s achievements.
Motivate them
Assessor’s comments/feedback. Observed by:
Assessor’s initials:

Date observed:
Time observed:
CHILD B Age of child: 10
Describe the context of this instance.
E.g. Time, date, location, activity, description of the child (do not provide their real
names).
Running short distance
Describe the child’s efforts.
Complete early
Describe the child’s achievements.
Complete target early within minute
Describe how you responded positively to the child’s efforts.
Appreciation for task
Describe how you responded positively to the child’s achievements.
Motivating them for task.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:

Time observed:
CHILD C Age of child: 12
Describe the context of this instance.
E.g. Time, date, location, activity, description of the child (do not provide their real
names).
Football
Describe the child’s efforts.
Try to play in effective way.
Describe the child’s achievements.
Learn about game.
Describe how you responded positively to the child’s efforts.
By appreciating them.
Describe how you responded positively to the child’s achievements.
By motivating them for future.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:

TASK 10 – In two separate play activities:
 Observe children’s interactions as they play.
 Respond appropriately to children’s cues you observed during this play.
 Support interactions to address conflict within the play activity.
Children’s cues include their verbal cues, e.g. “I am bored,” “I don’t like this,” “It’s
hard to do,” etc. and non-verbal cues, e.g. restlessness, fidgeting, looking bored, tired, or
distracted, etc.
Responding to children’s cues appropriately during play may involve setting the play
environment, challenging children during play, coaching, providing equipment and
materials, etc.
E.g. working with the child if they are feeling left out in the play activity up until the
child is seen that they are comfortable playing with others. explaining the play activity to the child in ways that they can easily understand
and observing and monitoring the child’s progress in the activity. encouraging the child to play with others to a point where they are comfortable
playing with others.
Conflicts during play may be conflicts among children, and the child is being resistant,
etc.
PLAY ACTIVITY 1 Play: football
Describe the children’s cues you observed during this play.
In systematic manner show discipline
Describe how you responded appropriately to these cues.
Appreciation
Describe the conflict that arose during this play.
Not full of discipline

Describe how you supported interactions to address the conflict.
By knowing the issue from both side.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
PLAY ACTIVITY 2 Play: puzzle
Describe the children’s cues you observed during this play.
Disciplined
Describe how you responded appropriately to these cues.
Apprising for accomplishment.
Describe the conflict that arose during this play.
Take more time to solve.
Describe how you supported interactions to address the conflict.
By providing hint
Assessor’s comments/feedback. Observed by:
Assessor’s initials:

Date observed:
Time observed:
TASK 11 – Redirect and discuss the behaviour of two children with them using:
 Positive language.
 Positive gestures.
 Positive facial expressions.
 Positive tone of voice.
CHILD A Age of child: 5
Describe the context of this instance.
E.g. Date, time, location, the activity, people you interacted with in this instance (do not
provide their real names), etc.
Activities such as puzzle
Identify the child’s challenging behaviour(s) you redirected the child from in this instance.
Not clear understanding towards the task.
Describe how you used positive language to redirect and discuss the child’s challenging
behaviour(s) with them in this instance.
In polite and then understand the ways.
Describe how you used positive gestures to redirect and discuss the child’s challenging
behaviour(s) with them in this instance.
By clearing the issue with positive approach.
Describe how you used positive facial expressions to redirect and discuss the child’s
challenging behaviour(s) with them in this instance.
Quite simple and with smiling face

Describe how you used positive tone of voice to redirect and discuss the child’s
challenging behaviour(s) with them in this instance.
By managing the tone is low frequency.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
CHILD B Age of child: 10
Describe the context of this instance.
E.g. Date, time, location, the activity, people you interacted with in this instance (do not
provide their real names), etc.
Football
Identify the child’s challenging behaviour(s) you redirected the child from in this instance.
Focus to win individually
Describe how you used positive language to redirect and discuss the child’s challenging
behaviour(s) with them in this instance.
By providing the information that games belong to teamwork.
Describe how you used positive gestures to redirect and discuss the child’s challenging
behaviour(s) with them in this instance.
Simple and understanding

Describe how you used positive facial expressions to redirect and discuss the child’s
challenging behaviour(s) with them in this instance.
Smiling face
Describe how you used positive tone of voice to redirect and discuss the child’s
challenging behaviour(s) with them in this instance.
Low frequency of tone.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
TASK 12 – Model gentle, calm, and reassuring behaviour with three children:
 One of these three children must be strongly expressing distress.
 One of these three children must be strongly expressing frustration.
 One of these three children must be strongly expressing anger.
Modelling gentle, calm, and reassuring behaviour includes refraining from reprimanding
the child for crying or showing sign of distress, using positive verbal language, such as
saying “it’s alright” “don’t worry” “what’s wrong?”, and using non-verbal cues, such
as keeping voice and tone calm, gentle, and friendly (instead of raising one’s voice), etc.
CHILD A (Expressing distress) Age of child: 5
Describe the context of this instance.
E.g. Date, time, location, the activity, people you interacted with in this instance (do not
provide their real names), events leading to the child expressing distress, etc.
Puzzle

Describe how you modelled gentle, calm, and reassuring behaviour to this child.
Try to focus on the puzzle and find the way to hint.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:

CHILD B (Expressing frustration) Age of child: 10
Describe the context of this instance.
E.g. Date, time, location, the activity, people you interacted with in this instance (do not
provide their real names), events leading to the child expressing frustration, etc.
Football
Describe how you modelled gentle, calm, and reassuring behaviour to this child.
Show that the game is based on teamwork
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
CHILD C (Expressing anger) Age of child: 12
Describe the context of this instance.
E.g. Date, time, location, the activity, people you interacted with in this instance (do not
provide their real names), events leading to the child expressing anger, etc.
Baseball
Describe how you modelled gentle, calm, and reassuring behaviour to this child.
Do not take serious while playing game.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:

Time observed:
TASK 13 – Consistently guide three children’s behaviour in ways that:
 Promote self-regulation
Promoting children’s self-regulation involves open discussions with them about
their emotions in ways that they understand, helping children recognise and
identify their emotions, helping them express their emotions through appropriate
and healthy ways, etc.
 Preserve their self-esteem
Preserving children’s self-esteem involves being realistic with your expectations of
the child (as the child’s educator), avoiding reprimanding the child in front of
others, using positive behaviour management strategies, asking children
permission first before assisting them, respecting their privacy and confidentiality,
especially during changing and toileting, positive affirmations, etc.
 Promote their self-esteem
Promoting children’s self-esteem involves celebrating children’s achievements,
encouraging children to reward themselves for their accomplishments, help
children recognise their achievements, developing their sense of independence and
autonomy, having children engage in energetic physical activity, etc.
 Preserve their well-being
Preserving children’s well-being involves ensuring learning and development
activities are safe for children, demonstrating to them how to do routines,
activities, tasks safely, providing care and demonstrating respect for all children,
providing healthy meals and drinks, etc.
 Promote their well-being
Promoting children’s well-being involves helping children understand their rights,
promoting continuity of children’s personal health and hygiene by sharing
ownership of routines and schedules with children, families and the community,
etc.
CHILD A Age of child: 5
Describe the context of this instance, including the child’s behaviour.
E.g. Date, time, location, the activity, people you interacted with in this instance (do not
provide their real names), the child’s behaviour, etc.

Puzzles
Describe how you guided the child’s behaviour to promote their self-regulation.
In ethical way
Describe how you guided the child’s behaviour to preserve their self-esteem.
By focus on puzzle
Describe how you guided the child’s behaviour to promote their self-esteem.
Try solve in early way.
Describe how you guided the child’s behaviour to preserve their well-being.
Try understand the puzzle
Describe how you guided the child’s behaviour to promote their well-being.
Play puzzle in disciplined way
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
CHILD B Age of child: 10
Describe the context of this instance, including the child’s behaviour.
E.g. Date, time, location, the activity, people you interacted with in this instance (do not

provide their real names), the child’s behaviour, etc.
Game activity such as football
Describe how you guided the child’s behaviour to promote their self-regulation.
Play game in disciplined way
Describe how you guided the child’s behaviour to preserve their self-esteem.
Make purpose to play game.
Describe how you guided the child’s behaviour to promote their self-esteem.
Focus and concentration
Describe how you guided the child’s behaviour to preserve their well-being.
Enjoying the game
Describe how you guided the child’s behaviour to promote their well-being.
Do teamwork
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
CHILD C Age of child: 12
Describe the context of this instance, including the child’s behaviour.

E.g. Date, time, location, the activity, people you interacted with in this instance (do not
provide their real names), the child’s behaviour, etc.
Baseball
Describe how you guided the child’s behaviour to promote their self-regulation.
Play game in disciplined way
Describe how you guided the child’s behaviour to preserve their self-esteem.
Focus on game
Describe how you guided the child’s behaviour to promote their self-esteem.
Complete aim
Describe how you guided the child’s behaviour to preserve their well-being.
Enjoy game while playing
Describe how you guided the child’s behaviour to promote their well-being.
Show teamwork.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
TASK 14 – Involve two children in:

 Developing limits to inappropriate behaviours.
 Developing consequences to inappropriate behaviours.
Limits to inappropriate behaviours relate to what is considered acceptable and
unacceptable behaviour according to the centre’s Behaviour Management Policy and
Procedures.
CHILD A Age of child: 5
Describe the context of this instance.
E.g. Date, time, location, the activity, people you interacted with in this instance (do not
provide their real names), etc.
Play sand games
Describe how you involved the child in developing limits for inappropriate behaviours.
Do not think negative
Describe how you involved the child in developing consequences for inappropriate
behaviours.
Do be rude
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
CHILD B Age of child: 10
Describe the context of this instance.
E.g. Date, time, location, the activity, people you interacted with in this instance (do not
provide their real names), etc.
Football

Describe how you involved the child in developing limits for inappropriate behaviours.
Do not harm others
Describe how you involved the child in developing consequences for inappropriate
behaviours.
By focus on teamwork
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
TASK 15 – Demonstrate active listening while communicating with three children.
Active listening includes paraphrasing and summarising what the child is saying, giving
the child full attention, making eye contact, getting down on the child’s level, reflecting
or repeating back what they are saying, etc.
CHILD A Age of child: 5
Describe the context of this instance.
E.g. Date, time, location, the activity, people you interacted with in this instance (do not
provide their real names), etc.
Play sand games.
Describe how you demonstrated active listening while communicating with this child.
By talking about games based activities.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:

Date observed:
Time observed:

CHILD B Age of child: 10
Describe the context of this instance.
E.g. Date, time, location, the activity, people you interacted with in this instance (do not
provide their real names), etc.
Football
Describe how you demonstrated active listening while communicating with this child.
Talk about football with tricks
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
CHILD C Age of child: 12
Describe the context of this instance.
E.g. Date, time, location, the activity, people you interacted with in this instance (do not
provide their real names), etc.
Baseball
Describe how you demonstrated active listening while communicating with this child.
Start interaction with baseball games
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:

Time observed:
TASK 16 – Demonstrate consideration of three children’s:
 Age
 Activities
 Interests
 Culture
 Needs
CHILD A Age of child: 5
Describe the context of this instance, including a description of the activities, interests,
culture, and needs.
E.g. Date, time, location, the activity, people you interacted with in this instance (do not
provide their real names), etc.
Activity: sand games.
Interests: playing
Culture:
Needs:
Describe how you demonstrated consideration of the child’s age.
Playing sand games
Describe how you demonstrated consideration of the child’s activities.
Playing and do activities which is creative.
Describe how you demonstrated consideration of the interests.
Based on games and activities

Describe how you demonstrated consideration of the child’s culture.
Specific and believe in good and bad.
Describe how you demonstrated consideration of the needs.
Focus on games and playing
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
CHILD B Age of child: 10
Describe the context of this instance, including a description of the activities, interests,
culture, and needs.
E.g. Date, time, location, the activity, people you interacted with in this instance (do not
provide their real names), etc.
Activity: physical games like football
Interests: reading and playing
Culture: spiritual
Needs: not determined
Describe how you demonstrated consideration of the child’s age.
Growing age

Describe how you demonstrated consideration of the child’s activities.
Focus on group activities
Describe how you demonstrated consideration of the interests.
Focus on playing with teamwork.
Describe how you demonstrated consideration of the child’s culture.
Spiritual and believe in god
Describe how you demonstrated consideration of the needs.
Physical development
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
CHILD C Age of child: 12
Describe the context of this instance, including a description of the activities, interests,
culture, and needs.
E.g. Date, time, location, the activity, people you interacted with in this instance (do not
provide their real names), etc.
Activity: baseball
Interests: games and activities outdoor

Culture: believe in god
Needs: physical and emotional development
Describe how you demonstrated consideration of the child’s age.
Learning and taking responsibilities
Describe how you demonstrated consideration of the child’s activities.
By focus on the children activities.
Describe how you demonstrated consideration of the interests.
At this the physical development is required
Describe how you demonstrated consideration of the child’s culture.
Believe in god.
Describe how you demonstrated consideration of the needs.
Physical and emotional development.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
TASK 17 – Interpret and respond appropriately to the non-verbal cues of three
children.

CHILD A Age of child: 5
Describe the context of this instance, including the non-verbal cues you observed from the
child.
E.g. Date, time, location, the activity, people you interacted with in this instance (do not
provide their real names), etc.
Sand game and puzzles
Describe how you interpreted the child’s non-verbal cues.
By facial expression
Describe how you responded appropriately to the child’s non-verbal cues.
By showing smile and try to know issue
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
CHILD B Age of child: 10
Describe the context of this instance, including the non-verbal cues you observed from the
child.
E.g. Date, time, location, the activity, people you interacted with in this instance (do not
provide their real names), etc.
Football

Describe how you interpreted the child’s non-verbal cues.
Gesture
Describe how you responded appropriately to the child’s non-verbal cues.
Know the issue
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
CHILD C Age of child: 12
Describe the context of this instance, including the non-verbal cues you observed from the
child.
E.g. Date, time, location, the activity, people you interacted with in this instance (do not
provide their real names), etc.
Baseball
Describe how you interpreted the child’s non-verbal cues.
With their facial expression.
Describe how you responded appropriately to the child’s non-verbal cues.
By showing smile and do appropriate cues
Assessor’s comments/feedback. Observed by:
Assessor’s initials:

Date observed:
Time observed:
TASK 18 – Communicate with three children while demonstrating care and respect.
CHILD A Age of child: 5
Describe the context of this instance.
E.g. Date, time, location, the activity, people you interacted with in this instance (do not
provide their real names), etc.
Solving Puzzle in group
Describe how you demonstrated care while communicating with this child.
By focusing on puzzle which show care for others.
Describe how you demonstrated respect while communicating with this child.
By showing positive attribute.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
CHILD B Age of child:

Describe the context of this instance.
E.g. Date, time, location, the activity, people you interacted with in this instance (do not
provide their real names), etc.
Football
Describe how you demonstrated care while communicating with this child.
Play game with team work.
Describe how you demonstrated respect while communicating with this child.
Show care for others
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
CHILD C Age of child: 12
Describe the context of this instance.
E.g. Date, time, location, the activity, people you interacted with in this instance (do not
provide their real names), etc.
Baseball
Describe how you demonstrated care while communicating with this child.
Respect others

Describe how you demonstrated respect while communicating with this child.
In polite way.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:
TASK 19 – Involve and encourage two children in:
 Decision-making
 Planning
Decision-making and planning here may relate to the learning and development
activities, play, as well as routines that involve the children.
CHILD A Age of child: 5
Describe the context of this instance, including the area(s) which the decision-making and
planning are focused (routine, activity, etc.)
E.g. Date, time, location, the activity, people you interacted with in this instance (do not
provide their real names), etc.
Solving puzzle in group.
Describe how you involved and encouraged the child in decision-making.
By motivating them to do thing in right way.
Describe how you involved and encouraged the child in planning.
By appreciating them for their decision.
Assessor’s comments/feedback. Observed by:

Assessor’s initials:
Date observed:
Time observed:
CHILD B Age of child: 10
Describe the context of this instance, including the area(s) which the decision-making and
planning are focused (routine, activity, etc.)
E.g. Date, time, location, the activity, people you interacted with in this instance (do not
provide their real names), etc.
Football
Describe how you involved and encouraged the child in decision-making.
With teamwork to complete the task
Describe how you involved and encouraged the child in planning.
By focus on goals of game.
Assessor’s comments/feedback. Observed by:
Assessor’s initials:
Date observed:
Time observed:

CANDIDATE DECLARATION
By signing this declaration, I confirm that I have completed the tasks outlined in this
Third-Party Report Form according to the descriptions I have provided above.
I further confirm that the information above is true and accurate.
Candidate name: Candidate’s name
Date signed:
ASSESSOR DECLARATION
By signing this declaration, I confirm that I have sufficiently observed the candidate,
whose name appears above, complete the tasks outlined in this Third-Party Report Form
according to the descriptions they have provided above.
I further confirm that the candidate interacted with at least three children (ages 0 – 5
years old) when they performed the tasks outlined in this form and that the information
above is true and accurate.
Assessor’s name: Assessor’s signature
Date signed:
End of Third-Party Report Form