Children's Behaviour and Inclusion Assessment Workbook - CHC50113 Diploma of Early Childhood Education and Care

In this assessment workbook we will discuss about children’s behaviour and below are the summaries point:- Version history and copyright information for the Assessment Workbook 10 Instructions and guidelines for competency-based assessment in early childhood education Table of contents outlining the topics covered in the workbook, including children's behavior and inclusion

CHC50113 Diploma of
Early Childhood Education
and Care
Children’s behaviour and
inclusion
V2.2 Produced 24August 2017
Copyright © 2016 Compliant Learning Resources. All rights reserved. No part of this publication
may be reproduced or distributed in any form or by any means, or stored in a database or
retrieval system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth),
without the prior written permission of
Compliant Learning Resources.
Assessment Workbook 10

Version control & document history
Date Summary of modifications made Versio
n
16 May 2014 Version 1 final produced following assessment
validation.
1.0
16 October 2014 Revised benchmark answers – Q1, 2, 3,7, 10, 11
Revised question – Q7, 9
Mapping to Learner Guide
1.1
13 February
2015
Version 2 final produced following second
assessment validation
2.0
25 July 2016 Minor updates made throughout document 2.1
24 August 2017 Added url to hyperlink 2.2
Assessment Workbook 10 Version No. 2.2Produced 24August 2017
© Compliant Learning Resources Page 2

TABLE OF CONTENTS
This is an interactive table of contents. If you are viewing this document
in Acrobat, clicking on a heading will transfer you to that page. If you
have this document open in Word, you will need to hold down the Control
key while clicking for this to work.
INSTRUCTIONS.....................................................................4
WHAT IS COMPETENCY BASED ASSESSMENT............................4
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED
TRAINING............................................................................5
THE DIMENSIONS OF COMPETENCY........................................6
REASONABLE ADJUSTMENT...................................................7
CHEATING AND PLAGIARISM.................................................9
THE UNIT OF COMPETENCY.................................................10
ASSESSMENT METHODS......................................................17
CONTEXT FOR ASSESSMENT.................................................17
RESOURCES REQUIRED FOR ASSESSMENT..............................17
PRESENTATION..................................................................18
ASSESSMENT WORKBOOK COVERSHEET...............................19
KNOWLEDGE ASSESSMENT..................................................20
PROJECT 1: ESTABLISH AND IMPLEMENT PLANS FOR
DEVELOPING COOPERATIVE BEHAVIOR..................................38
PROJECT 2: PROMOTE INCLUSION AND RESPECT DIVERSITY....47
PROJECT 3: PLANNING THE INCLUSION OF CHILDREN WITH
ADDITIONAL NEEDS............................................................52
ASSESSOR CHECKLIST........................................................58
FEEDBACK.........................................................................59
Assessment Workbook 10 Version No. 2.2Produced 24August 2017
Page 3 © Compliant Learning Resources

INSTRUCTIONS
The questions in this workbook are divided into two categories.
The written questions cover underpinning knowledge of the Learner
Guide 10Children’s behaviour and inclusioncontent and concepts.
These questions are all in a short answer format. The projects are an
application of the knowledge and concepts of this subject.
You must answer all questions using your own words. However you
may reference your learner guide, and other online or hard copy
resources to complete this assessment.
If you are currently working as part of an Early Childhood
Education/Child Care team, you may answer these questions based on
your own workplace. Otherwise consider what you should do if you were
working as part of an Early Childhood Education/Child Care team.
WHAT IS COMPETENCY BASED ASSESSMENT
The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets the
criteria specified by industry as competency standards.
 Assessment should mirror the environment the learner will
encounter in the workplace.
 Assessment criteria should be clearly stated to the learner at the
beginning of the learning process.
 Assessment should be holistic. That is it aims to assess as many
elements and/or units of competency as is feasible at one time.
 In competency assessment a learner receives one of only two
outcomes – competent or not yet competent.
 The basis of assessment is in applying knowledge for some
purpose. In a competency system, knowledge for the sake of
knowledge is seen to be ineffectual unless it assists a person to
perform a task to the level required in the workplace.
 The emphasis in assessment is on assessable outcomes that are
clearly stated for the trainer and learner. Assessable outcomes are
tied to the relevant industry competency standards where these
exist. Where such competencies do not exist, the outcomes are
based upon those identified in a training needs analysis.
Assessment Workbook 10 Version No. 2.2Produced 24August 2017
© Compliant Learning Resources Page 4

Definition of competency
Assessment in this context can be defined as:
 The fair, valid, reliable and flexible gathering and recording of
evidence to support judgement on whether competence has been
achieved. Skills and knowledge (developed either in a structured
learning situation, at work, or in some other context) are assessed
against national standards of competence required by industry,
rather than compared with the skills and knowledge of other
learners.
THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING
Developing and conducing assessment, in an Australian vocational
education and training context, is founded on a number of basic
conventions:
The principles of assessment
 Assessment must be valid
o Assessment must include the full range of skills and
knowledge needed to demonstrate competency.
o Assessment must include the combination of knowledge and
skills with their practical application.
o Assessment, where possible, must include judgements based
on evidence drawn from a number of occasions and across a
number of contexts.
 Assessment must be reliable
o Assessment must be reliable and must be regularly reviewed
to ensure that assessors are making decisions in a consistent
manner.
o Assessors must be trained in national competency standards
for assessors to ensure reliability.
 Assessment must be flexible
o Assessment, where possible, must cover both the on and off-
the-job components of training within a course.
o Assessment must provide for the recognition of knowledge,
skills and attitudes regardless of how they have been
acquired.
Assessment Workbook 10 Version No. 2.2Produced 24August 2017
Page 5 © Compliant Learning Resources

o Assessment must be made accessible to learners though a
variety of delivery modes, so they can proceed through
modularised training packages to gain competencies.
Assessment Workbook 10 Version No. 2.2Produced 24August 2017
© Compliant Learning Resources Page 6

 Assessment must be fair and equitable
o Assessment must be equitable to all groups of learners.
o Assessment procedures and criteria must be made clear to all
learners before assessment.
o Assessment must be mutually developed and agreed upon
between assessor and the assessed.
o Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
When collecting evidence there are certain rules that apply to that
evidence. All evidence must be valid, sufficient, authentic and current;
 Valid
o Evidence gathered should meet the requirements of the unit
of competency. This evidence should match or at least reflect
the type of performance that is to be assessed, whether it
covers knowledge, skills or attitudes.
 Sufficient
o This rule relates to the amount of evidence gathered It is
imperative that enough evidence is gathered to satisfy the
requirements that the learner is competent across all aspects
of the unit of competency.
 Authentic
o When evidence is gathered the assessor must be satisfied
that evidence is the learner’s own work.
 Current
o This relates to the recency of the evidence and whether the
evidence relates to current abilities.
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work
performance, and not only narrow task skills. The four dimensions of
competency are:
 Task skills
 Task management skills
 Contingency management skills
 Job role and environment skills
Assessment Workbook 10 Version No. 2.2Produced 24August 2017
Page 7 © Compliant Learning Resources

REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for
learners with a disability - November 2010 - Prepared by - Queensland
VET Development Centre
Reasonable adjustment in VET is the term applied to modifying the
learning environment or making changes to the training delivered to
assist a learner with a disability. A reasonable adjustment can be as
simple as changing classrooms to be closer to amenities, or installing a
particular type of software on a computer for a person with vision
impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with
a disability have:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as
those without a disability.
Reasonable adjustment applied to participation in teaching,
learning and assessment activities can include:
 customising resources and assessment activities within the
training package or accredited course
 modifying the presentation medium learner support
 use of assistive / adaptive technologies
 making information accessible both prior to enrolment and
during the course
 monitoring the adjustments to ensure learner needs continue to
be met.
Assistive / Adaptive Technologies
Assistive/adaptive technology means ‘software or hardware that has been
specifically designed to assist people with disabilities in carrying out
daily activities’ (World Wide Web Consortium - W3C). It includes screen
readers, magnifiers, voice recognition software, alternative keyboards,
devices for grasping, visual alert systems, digital note takers.
Assessment Workbook 10 Version No. 2.2Produced 24August 2017
© Compliant Learning Resources Page 8

IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment
evidence must not impact on the standard expected by the workplace, as
expressed by the relevant Unit(s) of Competency. E.g. If the assessment
was gathering evidence of the candidates competency in writing,
allowing the candidate to complete the assessment verbally would not be
a valid assessment method. The method of assessment used by any
reasonable adjustment must still meet the competency requirements.
Assessment Workbook 10 Version No. 2.2Produced 24August 2017
Page 9 © Compliant Learning Resources

CHEATING AND PLAGIARISM
What is Cheating?
Cheating within the context of the study environment, means to
dishonestly present an assessment task or assessment activity as
genuinely representing your own understanding of and/or ability in the
subject concerned.
Some examples of cheating are:
 Submitting someone else’s work as your own. Whether you have
that persons consent or not.
 Submitting another author’s work as your own, without proper
acknowledgement of the author.
 To allow someone else to submit your own work as theirs.
 To use any part of someone else’s work without the proper
acknowledgement
There are other forms of cheating not contained in this list. These are
merely given as some examples. If you are unsure about whether any
particular behaviour would constitute plagiarism or cheating, please
check with your trainer prior to submitting your assessment work.
What is Plagiarism?
Plagiarism is a form of cheating and includes presenting another person
or organisation’s ideas or expressions as your own. This includes,
however is not limited to: copying written works such as books or
journals, data or images, tables, diagrams, designs, plans, photographs,
film, music, formulae, web sites and computer programs.
How do I avoid Plagiarism or Cheating?
Students are advised to note the following advice to avoid claims of
plagiarism or cheating:
 Always reference other people’s work. You may quote from
someone else's work (for example from websites, textbooks,
journals or other published materials) but you must always indicate
the author and source of the material.
 Always Reference your sources.You should name sources for any
graphs, tables or specific data, which you include in your
assignment.
Assessment Workbook 10 Version No. 2.2Produced 24August 2017
© Compliant Learning Resources Page 10

 You must not copy someone else's work and present it as
your own.
 You must not falsify assessment evidence.
Assessment Workbook 10 Version No. 2.2Produced 24August 2017
Page 11 © Compliant Learning Resources

THE UNIT OF COMPETENCY
For the purpose of delivering the Qualification CHC50113 Diploma
in Early Childhood Education and Care clustered assessment of
units of competency will occur.
When assessing each unit it is important to understand how they
are structured in order to meet assessment requirements.
Each unit of competency can be unbundled to reveal two key assessment
components:
1. the performance criteria
a. specifying the required level of performance
2. the Assessment Requirements
a. Performance Evidence
b. Knowledge Evidence
c. Assessment Conditions
Assessment Workbook 10 Version No. 2.2Produced 24August 2017
© Compliant Learning Resources Page 12

CHCECE020 Establish and implement plans for developing
cooperative behaviour
Application
This unit describes the skills and knowledge required to support both
individual and group plans for developing cooperative behaviour.
This unit applies to educators working in a range of education and care
services.
Elements
Elements define the essential outcomes.
1. Establish and apply limits and guidelines for behaviour
2. Identify and review behaviour as required
3. Develop a plan to guide a particular child’s behaviour where
required
4. Implement and monitor behaviour plan
Foundation Skills
The foundation skills described those required skills (language, literacy
and numeracy) that are essential to performance.
 Oral Communication – in order to facilitate collaborative
discussions with children, families and other educators.
The remaining foundation skills essential to performance are explicit in
the performance criteria of this unit.
Performance Evidence
The candidate must show evidence of the ability to complete tasks
outlined in elements and performance criteria of this unit, manage tasks
and manage contingencies in the context of the job role. There must be
demonstrated evidence that the candidate has completed the following
tasks:
 observed and analysed children’s behaviour, on at least three
occasions, in a range of situations and contexts
Assessment Workbook 10 Version No. 2.2Produced 24August 2017
Page 13 © Compliant Learning Resources

 created, implemented and measured the effectiveness of at least
one plan, including:
o developing long-term and short-term goals and objectives
o establishing a baseline for the behaviour
o clearly outlining alternative behaviours
o communicating expectations with children
o supporting and communicating with colleagues to implement the
plan
o revisiting the plan and reflecting on its effectiveness
 developed positive relationships with children, respected family
expectations and their cultural values, and acted within the service
policy
 interacted with children and involved them in decision-making and
planning
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge
required to effectively do the task outlined in elements and performance
criteria of this unit, manage the task and manage contingencies in the
context of the identified work role. These include knowledge of:
• how to access:
o the National Quality Framework
o the National Quality Standards
o the relevant approved learning framework
• how to interpret the relevance of framework and standards
documents in guiding work in this unit of competency
• stage of development/age-appropriate expectations of children’s
behaviour
• appropriate and inappropriate behaviours – review of own stance
and reflection on own values
• different family styles of discipline and beliefs about behaviour in
different cultures and social groups
• relationship-based strategies to help children learn about
behaviour
• possible contributing factors to behaviours of concern, i.e. recent
events, child’s history, actions of others, or developmental or
emotional reasons
• code of ethics
Assessment Workbook 10 Version No. 2.2Produced 24August 2017
© Compliant Learning Resources Page 14

• United Nations Conventions on the Rights of the Child
• organisation standards, policies and procedures
Assessment must ensure use of:
• National Quality Framework for Early Childhood Education
and Care
• the relevant approved learning framework under the National
Quality Framework for Early Childhood Education and Care.
Assessment Workbook 10 Version No. 2.2Produced 24August 2017
Page 15 © Compliant Learning Resources

CHCECE021 Implement strategies for the inclusion of all children
Application
This unit describes the skills and knowledge required to support the
inclusion of all children and to work with relevant others to plan and
implement support strategies where required.
This unit applies to educators working in a range of education and care
services.
Elements
Elements define the essential outcomes.
1. Promote inclusion
2. Respect diversity
3. Identify children with barriers to learning
4. Develop a plan for support and inclusion
5. Implement strategies to meet the child’s additional needs
6. Monitor and review strategies
Foundation Skills
The foundation skills described those required skills (language, literacy
and numeracy) that are essential to performance.
Foundation skills essential to performance are explicit in the
performance criteria of this unit of competency.
Performance Evidence
The candidate must show evidence of the ability to complete tasks
outlined in elements and performance criteria of this unit, manage tasks
and manage contingencies in the context of the job role. There must be
demonstrated evidence that the candidate has completed the following
tasks:
 developed and implemented a plan for support and inclusion for at
least one child, including:
Assessment Workbook 10 Version No. 2.2Produced 24August 2017
© Compliant Learning Resources Page 16

o contributing to individualised, child-centred planning and service
delivery
o collaborating and sharing information with family and other
educators to develop and implement an inclusion plan
o investigating and trialling strategies to address the needs of the
child
o reviewing and suggesting adaptations to service delivery to meet
the needs of children with special needs
o identifying and assessing the additional needs of individual
children
o gathering additional resources or sources of information to assist
in developing and adapting curriculum to meet additional needs.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge
required to effectively do the task outlined in elements and performance
criteria of this unit, manage the task and manage contingencies in the
context of the work role. These include knowledge of:
• how to access:
o the National Quality Framework
o the National Quality Standards
o the relevant approved learning framework
• how to navigate through framework and standards documents to
find areas relevant to this unit of competency
• relevant legislation, regulations and workplace practices
• range of additional needs that may be identified and the
implications for the role of the educator, including:
• behavioural or psychological disorders
• child at risk of harm or illness
• family circumstances and needs
• health problems
• physical, sensory or developmental disability
• strategies that encourage participation
• understanding of different backgrounds, experiences and needs of
children and families in exceptional circumstances or with
additional needs
• organisation standards, policies and procedures
Assessment Workbook 10 Version No. 2.2Produced 24August 2017
Page 17 © Compliant Learning Resources

Assessment must ensure use of:
• National Quality Framework for Early Childhood Education
and Care
• the relevant approved learning framework under the National
Quality Framework for Early Childhood Education and Care.
Assessment Workbook 10 Version No. 2.2Produced 24August 2017
© Compliant Learning Resources Page 18

CHCECE026 Work in partnership with families to provide
appropriate education and care for children
Application
This unit describes the skills and knowledge required to work in
partnership with families to provide appropriate education and care for
the child.
This unit applies to educators working in a variety of education and care
services.
Elements
Elements define the essential outcomes.
1. Provide families with opportunities to be involved in the service
2. Provide information to families about their child
3. Provide information to families about the service
4. Provide information about community services and resources
Foundation Skills
The foundation skills described those required skills (language, literacy
and numeracy) that are essential to performance.
 Oral Communication – in order to facilitate collaborative
discussions with parents and caregivers.
The remaining foundation skills essential to performance are explicit in
the performance criteria of this unit.
Performance Evidence
The candidate must show evidence of the ability to complete tasks
outlined in elements and performance criteria of this unit, manage tasks
and manage contingencies in the context of the job role. There must be
demonstrated evidence that the candidate has completed the following
tasks:
 worked collaboratively with at least three different families to
support education and care, including:
Assessment Workbook 10 Version No. 2.2Produced 24August 2017
Page 19 © Compliant Learning Resources

o communicating information about children’s interests and
development
o developing care strategies together
o engaging in discussion relevant to the child and family
 involved families in the service/program by:
o encouraging participation in children’s experiences
o providing opportunities for families to give feedback on
service/program
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge
required to effectively do the task outlined in elements and performance
criteria of this unit, manage the task and manage contingencies in the
context of the work role. These include knowledge of:
• how to access:
o the National Quality Framework
o the National Quality Standards
o the relevant approved learning framework
• how to navigate through framework and standards documents to
find areas relevant to this unit of competency
• strategies for involving family members in the service
• organisation standards, policies and procedures
• relevant theories that underpin the value of family/educator
relationships
Assessment must ensure use of:
• National Quality Framework for Early Childhood Education
and Care
• the relevant approved learning framework under the National
Quality Framework for Early Childhood Education and Care.
Assessment Workbook 10 Version No. 2.2Produced 24August 2017
© Compliant Learning Resources Page 20

ASSESSMENT METHODS
Assessment for this unit will be assessed through completion of
Assessment Workbook Ten (10)Children’s behaviour and inclusion
and the relevant section of Workbook Eleven (11) Skills
Workbook.
Workbook Ten (10) will focus on two assessment methods:
1. Written Questions – based on the required knowledge component
as described in the Instructions for Assessment
2. Projects – provide tasks designed to be completed in a practical setting,
to assist completion of relevant tasks addressing underpinning skills
and/or knowledge requirements.
Further Assessments:
3. Workbook Eleven (11) Skills Journal
 participant must attend Vocational Placement and maintain a
log of tasks completed and signed off by supervisor in the
workplace.
CONTEXT FOR ASSESSMENT
To complete the knowledge assessment in this workbook, students need
only to have access to their learning materials and the internet. This may
be completed wholly at the student’s home, or chosen place of study.
The projects in this workbook may be completed during the student’s
vocational placement.
RESOURCES REQUIRED FOR ASSESSMENT
To complete the assessments in this workbook, the candidates will need
access to:
 Computer with internet access and installed with Google Chrome
or Mozilla Firefox
 MS Word and Adobe Acrobat Reader
Assessment Workbook 10 Version No. 2.2Produced 24August 2017
Page 21 © Compliant Learning Resources

Assessment Workbook 10 Version No. 2.2Produced 24August 2017
© Compliant Learning Resources Page 22

PRESENTATION
Things to Consider:
Only submit your workbook once all activities inside are complete.
Should you have any questions regarding your assessments, or not
understand what is required for you to complete your assessment, please
feel free to ask your trainer.
Keep your answers succinct and make sure you are answering the
question. Re-read the question after you have drafted up your response
just to be sure you have covered all that is needed.
Your final assessment result will either be competent or not yet
competent.
If submitting your assessments please ensure that
1. All assessment tasks within the workbook have been completed
2. You have proof read your assessment
Answering the Questions:
1. If you are using Microsoft Word you will need to click in the
grey area of the box to begin typing your answer.
Assessments may not be processed if the above guidelines are not
adhered to. To ensure your assessment is processed as quickly as
possible, please follow these instructions.
Assessment Workbook 10 Version No. 2.2Produced 24August 2017
Page 23 © Compliant Learning Resources

ASSESSMENT WORKBOOK COVERSHEET
WORKBOOK: WORKBOOK 10
TITLE: Children’s behaviour and inclusion
FIRST AND SURNAME:
PHONE:
EMAIL:
Please read the Candidate Declaration below and if you
agree to the terms of the declaration sign and date in
the space provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have been
made aware of my rights and responsibilities as an assessment
candidate, and choose to be assessed at this time.
 I am aware that there is a limit to the number of submissions
that I can make for each assessment and I am submitting all
documents required to complete this Assessment Workbook.
 I have organised and named the files I am submitting according
to the instructions provided and I am aware that my assessor
will not assess work that cannot be clearly identified and may
request the work be resubmitted according to the correct
process.
 This work is my own and contains no material written by
another person except where due reference is made. I am aware
that a false declaration may lead to the withdrawal of a
qualification or statement of attainment.
 I am aware that there is a policy of checking the validity of
qualifications that I submit as evidence as well as the
qualifications/evidence of parties who verify my performance or
observable skills. I give my consent to contact these parties for
verification purposes.
Name : Signature: Date:
Assessment Workbook 10 Version No. 2.2Produced 24August 2017
© Compliant Learning Resources Page 24

KNOWLEDGE ASSESSMENT
1. Access a copy of the NQF (National Law & National Regulations), the NQS, and the EYLF. Identify two (2)
relevant sections/standards/elements/principles/practices/outcomes of the NQF, NQS, and the EYLF that
relate to:
 Developing cooperative behaviour plans
 Strategies for the inclusion of all children
 Work in partnership with families to provide appropriate education and care for children
Plans for developing
cooperative behavior Inclusion of all children
Work in partnership with families
to provide appropriate education
and care for children
National Quality
Framework Creation of organizational culture
and the growth and the learning
through the professional
development and the quality
improvement procedure
Usage of the complaints for
supporting of the continuous
improvement and also by the
usage of the peer appraisals
Provision of the comfort and the well
being of each and every children that
furthermore includes the appropriate
chances for meeting needs like rest,
relaxation and sleep.
Ensuring adequate supervision and
the protection of all the children from
hazards and harms
Improvement of the educator to the
children ratios and the ensuring of
the better individual care and
attention for the children.
Improvement of the better support
for the learning and the development
of the children through the
implementation of approved learning
frameworks
National Quality Responses towards the ideas of The strengths, the knowledge, the Relationships and the connection
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
Page 25 © Compliant Learning Resources

Standards the children and the strategies
for the extension of the learning
by the means of interactions,
open ended questions and
feedbacks.
Impose of purposeful, deliberate
and thoughtful decisions and
actions for the development of
the co-operative behaviour.
interests and the current abilities
form the foundation of the program of
the children.
Each of the agency of the child is
promoted with the enabling of the
choices and the decisions that
influences the world and the events.
that are respectful in nature are
developed with the families and are
maintained for the support in the
role of the parenting.
Initiation of the collaborative
partnerships that tends to enhance
the inclusion of the children together
with the wellbeing and the learning.
The EYLF Principles related to the
contemporary theories including
a respectful, secure and
reciprocal relationships.
The framework furthermore
ensures respect for the diversity
for the individuals belonging to
other culture, values and the
communities.
This framework offers the aim that all
the children get the experience of
learning that is engaged towards the
building of the success for the life.
This strategies are developed for
enabling the building and the
development of own personal
strategies for the implementation of
the objectives.
Some of the relevant practises with
the effective partnership with the
families include the holistic
approaches and the responsiveness
towards the children in the platform
of the international teaching.
These framework enables the
children to have some of the strong
sense of the wellbeing and get
connected with and contribute to the
outside world.
Assessment Workbook 10 Version No. 2.1Produced 25 July 2016
© Compliant Learning Resources Page 26

2. For each age group shown below, list one (1) behaviour expectation and one (1) strategy to support that
behaviour.
Age Group Expectations of Behaviours Strategies to Support Behaviour
Infants
(0 - 12 months)
One of the major expected behaviour for the infants
are crying
Strategies to support crying includes identification of
whether the child is hungry, needs to be comforted , is
sick or needs their diaper to be changed.
Babies
(12 - 24
months)
One of the major expected behaviour for the babies are
grasp reflex
Strategies to support includes placing finger or safe
objects near the baby so that the baby can tightly grasp
the object in his palm.
Toddlers
(2 - 3 years)
One of the major expected behaviour for the toddlers
are pulling of the hair
Strategies to support this behaviour is to show that it does
not work. It would be beneficial to ignore the pulling of the
hair to supress the aggression of the child.
Preschoolers
(4 - 5 years)
One of the major expected behaviour for the pre-
schoolers are phobias
Strategies to support this behaviour includes good
initiation of communication regarding the unfamiliar
sounds and sights and enable of the support for easing
fears.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
Page 27 © Compliant Learning Resources

“Educators avoid reinforcing inappropriate/undesirable
behaviour. For example, they might ignore the behaviour if there
are no direct or immediate dangers associated with the
behaviour. Alternatively, they might remove children who are
behaving inappropriately from situations that have triggered that
behaviour.”
Source: Guide to the EYLF pg54.
3. In approximately 200-250 words, reflect upon and describe how your
own values impact upon your viewpoint and attitude towards
appropriate and inappropriate behaviours in Early Childhood
Education and care environments.
Guidance: Describe your own stance on, and attitude towards
appropriate and inappropriate behaviours. You may consider
questions such as:
 What do you think is appropriate and what isn’t? Why?
 What do you consider to be correct methods for encouraging
appropriate behaviour and discouraging inappropriate
behaviour? Why?
Consider your cultural or family norms, and how your family’s child-
rearing practices may differ from that of others. You may also wish
to refer to specific appropriate and/or inappropriate behaviours in
your answer.
The behavioural guidance is one of the essential part of the
educational program. I personally feel that there lies some of the major
factors like the values that impacts the viewpoint and the attitudes to
the nature of the appropriate and the inappropriate behaviours in the
case of early care environments and early childhood education. My
personal attitude regarding the degree of the appropriateness of the
behaviours in early child care education relies on the theoretical
perspectives of the behavioural theories, as recommended by Skinner
highlighting some of the key ideas that I feel are appropriate. This
include replacement of unappropriated behaviour alteration in the
behaviour of the children. I believe that inclusion of all the children
irrespective of the diversity for the early childhood education falls
under the category of the appropriate behaviours. One of the correct
method for the encouragement of the appropriate set of behaviours is
by the rewards of the positive statements about the behaviour of the
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
© Compliant Learning Resources Page 28

child, avoidance of the reinforcements of immediate dangers and
focusing on the measurable and the observable aspects of the
behaviour of the children. Furthermore I think that the educators
should include a wide range of the behaviour management strategies
triggering the issues in the nature of the childhood framework.
4. Different family styles of discipline and beliefs about behaviour in
different cultures and social groups affect you in your role as an
educator at an Early Childhood Education and Care centre.
a) Explain how you may be affected within your role.
b) Describe one (1) approach to minimising the negative effects of
cultural difference.
c) Describe two (2) cultural/family differences in relation to styles
of discipline and beliefs about behaviour.
Guidance: You refer to the Child Care in Cultural Context study to
inform your response.
a) Some of the factors affecting the role f the educator include the
orthodox family system prohibiting the girl children from their
basic early education, poor family structures denying the
essentiality of the early education and more.
b) Effective communication and respect toward diversity is one of the
best approach towards the minimisation of the negative effects of
the differences in culture. Approaches with an open mind and
watching of the non verbal communication with the maintenance of
the personal touch helps in the removal of the negative effects.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
Page 29 © Compliant Learning Resources

c) Two of the major types of the cultural and the family differences
regarding the styles of the belief and the behaviours are preventive
behaviours and the supportive behaviours which varies as per the
different cultural context.
5. Describe two (2) relationship-based strategies you can use to help
children learn about behaviour.
1. To provide the children with consistent support so that the children
can develop the capacity for interacting positively and initiate in
collaboration of the task
2. To promote the sense of the security, the wellbeing and the self-
esteem of the children so that they develop the response of trust,
warn and respectful connection and relationship with the provider
6. Behaviours of concern.
a) List two (2) different factors that can contribute to a child’s
behaviours of concern.
b) Why is it important to identify the factors that contribute to
behaviours of concern?
a) i. Environment generally tends to influence the behaviour of the child
regarding their concern
ii. Family influence furthermore contributes to the behaviour of the
children regarding their concern
b) It is important to identify the factors contributing to the behaviour of
the concern of the children since it illustrates the understanding of
the relation among the rain, the cognition and the behaviour and also
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
© Compliant Learning Resources Page 30

for the establishment of the baseline measurement for the behaviour.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
Page 31 © Compliant Learning Resources

7. When developing behaviour management plans for children, you will
need to consider the Early Childhood Australia (ECA) Code of Ethics
and the United Nations Convention on the Rights of the Child (CROC).
Explain in your own words how each of the following will affect your
approach to developing behaviour management plans:
a) Early Childhood Australia (ECA) Code of Ethics
b) United Nations Convention on the Rights of the Child (CROC)
Guidance: Identify specific parts of the Code of Ethics and CROC that
will affect your approach, and explain how you will incorporate these
into the development of behaviour management plans.
a) Towards the approach of development of the behaviour management
plans, the early childhood Australia’s Code of ethics is generally the
set of the statements regarding the appropriate and the expected
nature of the early childhood professionals. This code of ethics helps
the educators like me to act in the best of the interest regarding the
collective work for ensuring that each and every child gets the
opportunity to thrive and learn.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
© Compliant Learning Resources Page 32

b) United Nations Convention on the Rights of the Child (CROC) is
another document which I think is effective towards the development
of the management plans. I would like to follow the article number 13
which explains the right regarding the freedom of expression that
furthermore include the ideas of all kind.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
Page 33 © Compliant Learning Resources

8. Which regulations, legislation, and workplace practices relate to inclusion of all children in an Early
Childhood Education and Care centre and what programs are available in your state to provide assistance to
meeting the inclusion and professional support needs of child care and early learning services?
Legislation Regulations Workplace Practices Support Programs
Inclusion of
all children
in childcare
The United Nations
Convention on the Rights
of the Child.
This legislation illustrates
the inclusion of the care
for all the children and
the young people without
any sort of
discrimination.
Under written by thee
child care Act of 1991, and
the regulations of the
early years services of
2016, the regulation aim
to actively promote the
equal access and the
inclusion of the children
without any discrimination
on civil status, family,
sexual orientation
disability, religion, race
and more.
Practise include the care
for the children belonging
from all the emotional,
physical and the
academic abilities.
Support programs include
assisting of the care and
education services for the
children with some of the
additional requirements
alongside their peers.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
© Compliant Learning Resources Page 34

9. Autism spectrum disorder.In your role as an educator, you may
identify children with a range of additional needs.Each will affect the
way you ensure all children are included in your care and planned
activities.
a) Briefly define Autism spectrum disorder.
b) Describe two (2) strategies that may help encourage a child with
Autism to participatein activities.
a) Autism spectrum disorder is a types or the category of the
developmental disorder that impact or tends to affect the behaviour,
the nature and the pattern of the communication.
b) Focusing on the non verbal range of the communication with the
children suffering from autism and encouraging them to play and
initiate in social interaction with them.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
Page 35 © Compliant Learning Resources

10. Attention deficit disorder. In your role as an educator, you may
identify children with a range of additional needs. Each will affect the
way you ensure all children are included in your care and planned
activities.
a) Briefly define attention deficit disorder.
b) Describe two (2) strategies that may help encourage a child with
attention deficit disorder to participate in activities.
a) Attention deficit disorder is a category of a neurological disorder that
tends to result in a range of issues related to be behaviour like the
difficulty regarding the attending to instruction, focus on the
schoolwork, following of the instructions of the educator and finishing
tasks and keeping up with the tasks together with effective social
instructions.
b) Establishment of the routines and the rules for the students- This
strategy will help the students to stay on the task and understand the
requirement of the assignment.
Usage of positive peer models - This will be beneficial since this will
encourage the students for sitting near the positive role models for
easing out the distraction from the their students that have
challenging and diverting behaviours.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
© Compliant Learning Resources Page 36

11. Illness and health conditions. In your role as an educator, you
may identify children with a range of additional needs. Each will
affect the way you ensure all children are included in your care and
planned activities.
a) Describe two (2) different illnesses/health conditions that may
result in a child having additional needs.
b) Describe two (2) strategies that may encourage participation of
a child with an illness/health condition and help you ensure he
or she is included.
a) Severe and chronic asthma is one of the notable illness or the health
condition that the children with additional needs face
Another illness and health conditions that is common among the
children with special needs are the developmental delay.
b) Two strategies that might encourage the participation of the children
with additional health conditions includes the following.
Using of the play therapy can be initiated to motivate the children so
that they are encouraged for the promotion of the play and self
expression
Constant development and introduction of new and innovative
activities of fun together with the integration of the activities that
tends to affect the level of the sensory stimulation.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
Page 37 © Compliant Learning Resources

12. Family circumstances and needs. In your role as an educator,
you may identify children with a range of additional needs. Each will
affect the way you ensure all children are included in your care and
planned activities.
a) Describe one (1) possible additional need of a child who has
recently arrived from a non-English speaking country, and
speaks limited English.
b) Describe one (1) strategy that may help to encourage
participation and inclusion of this child.
c) Describe one (1) possible additional need of a child whose
family is experiencing very difficult and stressful circumstances.
Guidance: Consider circumstances such as an ongoing divorce,
a recent death in the immediate family or the illness of a family
member.
d) Describe one (1) strategy that may help to encourage
participation and inclusion of this child, and help them to feel
safe, secure and supported.
a) One of the possible additional requirement for the children arriving
from a non English is teaching the children vocabulary and time for
his lack of the communication abilities in English.
b) Development of an inclusive approach will help the child to feel
welcome and initiate in the inclusion of the part of the community of
the learning.
c) One of the most essential additional need for the child who have
recently faced the lose of his family member is support towards his
missing parent syndrome.
d) One of the best strategy for helping the child who have lost his
family member towards participation is being a good listener and
encouraging him together with being a faithful friend to him.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
© Compliant Learning Resources Page 38

13. Physical, sensory, and developmental disability.In your role as
an educator, you may identify children with a range of additional
needs.Each will affect the way you ensure all children are included in
your care and planned activities.
a) Briefly define cerebral palsy.
b) Describe two (2) strategies that may help you ensure a child
with cerebral palsy is included.
c) Describe one (1) sensory impairment that might create
additional needs for a child.
d) Describe two (2) strategies that may help encourage
participation and inclusion of a child with cerebral palsy.
a) Cerebral Palsy is one of the most common form of the motor
disability among the children. It is one of the neurological disorder
that impacts the movement of the child, the toning of the muscles
and the motor skills.
b) Encouragement of independence and removal of obstacles is one of
the effective strategies that will help the children with cerebral palsy
to move freely from lesson in the classroom.
Exercise is another of the strategy that help the child to strengthen
the muscle and relieve stress.
c) Autism Spectrum disorder is one of the example of the sensory
impairment that tends to create additional needs for child
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
Page 39 © Compliant Learning Resources

d) Strategies include hand play and physical activities that will be
beneficial for the child with cerebral palsy.
Musical activities are also important strategies that are additional
benefits for the children encouraging them for participation.
14. Describe three (3) strategies commonly used in a centre to involve
family members in the service.
i. Encouraging the family members to participate and involve in the
school activities with the encouragement of the volunteers,
including them in decision making.
ii. Initiation of frequent and early communication with the family
members regarding their preferences
iii. Development of positive study environment’s which will help the
family members to find balance with the children
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
© Compliant Learning Resources Page 40

15. Joyce Epstein developed a theory about the different types of
involvement between educators and parents.
a) Describe two (2) types of involvement according to Joyce
Epstein.
b) Select one (1) standard from the NQS, and explain how it relates
to the two types of involvement you described above. Be
specific.
a) i. Communicating is one of the type of the involvement according to
Epstein that includes the effective design forms for the progress
of the children
ii. Learning at home is another involvement that tends to provide
information regrading the activities and the decisions of the
children.
b) One of the standard from NQS that is relevant and relates to the
above explained two categories of involvement is the Quality Area 5 –
Relationship with children.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
Page 41 © Compliant Learning Resources

16. In addition to Epstein, there are a number of other theories about
the value of family-educator relationships. Each can help us
understand the value of creating a strong partnership with families, in
order to provide better quality education and care.
a) Briefly describe the attachment theory.
b) How would you incorporate the human ecology theory into
developing your centre’s programs and materials?
c) How would you incorporate the family systems theory into
developing your centre’s programs and materials?
a) The theory of the attachment illustrates a strong physical and
emotional attachment to the primary caregiver is essential for the
personal development. Introduced by Johm Bowbly, this theory
involves the developmental psychology of the children belonging
from various backgrounds
b) The human ecology theory being the transdisciplinary and the
interdisciplinary study will be beneficial towards the development of
the material and the program of the material since it will help in the
explanation of the relationship among the humans and their social,
natural and the built environments.
c) Family system theory is essential towards the development of the
material and the program of the centre since the theory illustrates
the behaviour of the human which projects the family as the unit of
the emotion and uses the system for the illustration of the complex
interaction in the unit.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
© Compliant Learning Resources Page 42

17. Access the Sparkling Stars Childcare Centre intranet site using
this link:
Sparkling Stars Childcare Centre
(Username: learner Password: studyhard)
Provide the name of the policy & procedure and website link related
to:
a) Behaviour of children
b) Inclusion of children
c) Induction to the service
a) Guiding Children’s behaviour policy
Compliantlearningresources.com.au. (2019). Sparkling Stars Childcare Centre ›
Log In. [online] Available at:
http://compliantlearningresources.com.au/network/sparkling-stars/policies-
procedures/guiding-childrens-behaviour-policy/ [Accessed 5 Feb. 2019].
b) Child Protection Policy
Compliantlearningresources.com.au. (2019). Sparkling Stars Childcare Centre › Log In. [online]
Available at: http://compliantlearningresources.com.au/network/sparkling-stars/policies-procedures/
[Accessed 5 Feb. 2019].
c) Sparkling Stars Childcare Centre Induction Policies and Procedures
Compliantlearningresources.com.au. (2019). Sparkling Stars Childcare Centre › Log In. [online]
Available at: http://compliantlearningresources.com.au/network/sparkling-stars/policies-procedures/
[Accessed 5 Feb. 2019].
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
Page 43 © Compliant Learning Resources

PROJECT 1: ESTABLISH AND IMPLEMENT
PLANS FOR DEVELOPING COOPERATIVE
BEHAVIOR
For this project, you will need to develop and implement one (1)
Behaviour Support Plan for a child attending your vocational work
placement.
Before beginning this project, discuss with your supervisor which child
requiring support would be best to observe and to develop a behaviour
support plan for. Discuss with your supervisor whether a “Permission to
Observe” form will be necessary. If it is, ensure you complete the form
from the service with the parent/guardian of the child before starting
with the project. Submit this requirement to your assessor together with
your assessment.
Is there a need for a Permission to Observe form from the
child’s parent/guardian?
☐Yes
☐No
If yes, submit the form together with the rest of the requirements for this
project. Provide the file name of the uploaded Permission to Observe
form:
Filename:
Important:
 There may be steps in each of the tasks below that require the
consent of the child’s parent/guardian, as well as the staff in the
centre.
 Coordinate with your supervisor to ensure that consent is provided
by relevant people as necessary.
 Names of the child and his/her parent/guardian and/or the staff
may be changed to protect their privacy and maintain
confidentiality of the child, his/her family and/or the centre’s staff.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
© Compliant Learning Resources Page 44

Task 1: Identify and review behaviour
Download the Behaviour Management Plan Template in this link:
CHC30113 and CHC50115 Skills Workbook Templates and Forms
(http://compliantlearningresources.com.au/network/sparkling-stars/units/chcece30113-
certificate-iii-in-early-childhood-education-and-care/ece-course-resources-new/)
Username: learner Password: studyhard
Download “Subject 10: Behaviour Management Plan Template”
A. Gather relevant information to establish a baseline of the
child’s behaviour.
Step 1: Undertake a background assessment by reviewing relevant
files and applicable information related to the child’s behaviour. These
may include:
 family background and/or information
 family structure and culture
 health records/issues
 developmental delays
 earlier behaviour assessments or management plans
 discipline records
 attendance records
 academic records
 support/influences outside of school
Step 2:Write a summary of your review and include information
relevant to the child’s behaviour. Use the Background Assessment
section of the Behaviour Management Plan template for the summary.
Be as comprehensive as possible in writing your summary.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
Page 45 © Compliant Learning Resources

B. Discuss incidents and concerns with appropriate people
Step 1:Conduct an interview with the at least two (2) people in the
centre who are involved in the caring of the child and may be able
assist you in identifying the target behaviour, as well as the causes,
consequences and/or environmental factors that may be influencing
the child’s behaviour.
The following questions will serve as your guide in conducting the
interview:
 Describe the behaviour that is causing most concern.
 Is the behaviour a safety concern to self or others? If yes, please
explain.
 When and where is the behaviour most likely and least likely to
happen?
 With whom is the behaviour most likely to occur?
 With whom is the behaviour least likely to occur?
 What activities are most and least likely to produce the
behaviour (e.g., task duration, preferred or non-preferred,
difficult or easy, novel or familiar, boring or stimulating)?
 Are there particular situations or events not listed above that
sometimes seem to “set off” the behaviour, such as particular
demands, noises, lights, clothing, people, etc.?
 Describe the ways the child is able to verbally or nonverbally
ask for assistance.
 Does the child respond appropriately to requests or instructions
(how simple or complex are the requests/instructions)?
 Is the child aware of the implications of his/her actions?
 What are the things (e.g., food items, objects, activities, people,
etc.) the child likes and are reinforcing for him or her?
Step 2: Summarise the information you gathered from the interviews.
Write it in bullet point form in the Assessment Interview section of
the template.
Step 3: Request your interviewees to review your summary and ask
them to sign it off.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
© Compliant Learning Resources Page 46

C. Observe child’s behaviour
Step 1:Observeand analyse the child’s behaviour on at least three (3)
different activities in the centre that the child is involved in. During
your observation, also scan the environment for possible influences on
behaviour. You may also need to look at the centre’s curriculum for
other influences.
Step 2: After observing the child in different situations and/or
contexts, identify triggers/warning signs, behaviour of the child and
the consequence of the behaviour.
Step 3:Record your observations in the `Event Sample
(Observation) section of the template:
 Setting of the activity
 Antecedent – these are the triggers, warning signs
 Behaviour
 Consequence of the behaviour, include the frequency of the
behaviour (how often or how long)
Be as specific as possible in recording the triggers, behaviour and
consequence(s).
D. Reflect and analyse the child’s behaviour
Step 1: Analyse the data you have gathered from the background
assessment, interviews and observations undertaken. Identify the
target behaviours and rank them according to priority. Provide the
known warning signs and triggers of impending behaviours for each
identified target.
Step 2: Record these in the Behaviours In Need of Support section
of the template.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
Page 47 © Compliant Learning Resources

Task 2: Develop a behaviour management plan
Step 1: Before developing the plan which will support the child’s
behaviour, review the service’s philosophy and policies and ensure that
you will develop the plan in accordance to these.
Step 2: Present your analysis and consult colleagues, family members
and others who may be caring for the child. Discuss with them about
options on how to respond to the child’s behaviour. Follow the service’s
policy and procedure with regard to consultation with family members.
Step 3: Based on the consultation, identify one (1) long-term and at least
two (2) short-term objectives of the behaviour management plan. Make
sure these objectives are developed according to the child’s abilities, age
and developmental stage. Take note that your objectives must be SMART
(specific, measurable, attainable, realistic and time-bound).
Step4: For each of the ranked target behaviour, provide preventive
strategies and techniques to be implemented in anticipation of known
triggers.
Step 5: Clearly outline replacement/alternative behaviours. Keep in mind
that your strategies and techniques must be specific and must assist the
child to learn the replacement behaviour and unlearn the less acceptable
behaviour.
Step 6: Specify person or persons responsible for the implementation of
the identified preventive strategies and techniques. If possible, be
specific and use staff member’s names rather than their
position/designation.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
© Compliant Learning Resources Page 48

Step 7: Record the resources (i.e., specific persons, learning resources,
material resources, etc.) that are needed for the implementation of the
identified strategies and techniques. Resources may also include referral
bodies and appropriate authorities to whom you could liaise or seek
advice necessary if the child’s behaviour is extreme or out of the
ordinary.
Step 8: Identify the intervention timeline—how long will the strategy be
in place; when will it begin and when will it end.
Guidance: Your timeline should be based on your length of stay in the
placement. Make sure that the timeline you will provide will enable you
to monitor and review the result of the plan.
Step 9: All throughout the development of the plan, ensure that the plan
is realistic and that resources are available. Also make sure that the plan
considers relevant cultural practices and values for responding to
behaviour.
Step 10: Fill out the Behaviour Management Plan section of the
template and answer the succeeding questions on Good Behaviour
Recognition and Consequences. Your answers to the questions should be
parallel to the preventive strategies and techniques that you have
provided in the plan.
After you have completed your plan, answer the follow up questions
below. These questions will assist you in determining whether you have
thoroughly developed the plan in accordance to the steps and
requirements provided.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
Page 49 © Compliant Learning Resources

Task 2 Follow up Questions
1) Briefly describe the service’s philosophy and policies on developing a
plan and providing behaviour management to children.
The development of the behavioural management plan for Charlie, the
child suffering from Autism spectrum disorder includes both the effective
philosophical beliefs and the policies and the procedures that were met
while the development of the plan. This include the ways to manage
Charlie in case of hyper aggression, routine of how he should behave in
the classroom and the necessary components in case of his misbehaviour.
All the rules and the regulation of the school will be followed and no
children should get harm or affected due to the aggressive behaviour of
Charlie.
2) Explain the consultation that you had with colleagues, family members
and others who are involved in caring for the child. The following
must be reflected in your explanation:
 Their recommendations about options on how to respond to the
child’s behaviour
 The service’s policy and procedure with regard to consultation
with family members
With the effective consultation with the parents of Charlie and the two
educator who generally care and look after Charlie in his school, some of
the general recommendations regarding the options on how to respond
towards the behaviour of the child, it is to be important to remember that
since they are the suffers of a chronic disease, we all need to be patient
towards him, teach him regarding the ways how to express himself
without being too aggressive and how to be persistent et resilient in
nature.
The policy and the procedure in regard to the consultation with the
family members of Charlie includes non harming and effect to any other
children and maintenance of peace.
3) Describe how you developed the behaviour management plan in
relation to the child’s abilities, age, and developmental stage.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
© Compliant Learning Resources Page 50

The behavioural management plan was developed after gathering of the
exact age of the chid, the development disabilities of the child in the tie
of birth, the developmental stage as per his performance in the child care
school.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
Page 51 © Compliant Learning Resources

4) Explain how you ensured that the plan is realistic and that resources
are available.
For ensuring that the behavioural management plan is realistic and that
enough resources are available, information has been gathered with
respect to the skills, the developmental abilities and the performance of
Charlie in the school as per the data and the resources found in the day
care unit
5). Describe how you considered and respected family expectations and
their cultural values in the development of the plan.
From regular communication with the parents of Charlie to ensuring
enough encouragements to the mother of Charlie that her son can grow
and develop to be like all the other children, I have restored the light
among the members of the family and furthermore ensured to restore the
values related to the culture of the family in the plan of the behavioural
development.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
© Compliant Learning Resources Page 52

Task 3: Implement and monitor the behavioural plan
Step 1: Implementation
Implement your plan in coordination with your colleagues. Inform all
those involved in implementing and reinforcing the plan of its rationale,
limitations and strategies developed. Provide support and assistance to
everyone involved to ensure that the plan is implemented effectively and
consistently.
All throughout the implementation ensure that you support the child so
that he/she understands the specific expectations for his/her behaviour.
Minimise as far as possible, factors that may lead to or maintain
inappropriate behaviour.
Make sure your vocational work placement supervisor is able to witness
and observe you complete this project as you will be requesting his or
her signature to confirm your successful completion this task in the
workplace.
To document your supervisor’s confirmation, have your supervisor
complete the Project 1: Observation Form found in the Sparkling Stars
website:
CHC30113 and CHC50115 Skills Workbook Templates and Forms
(http://compliantlearningresources.com.au/network/sparkling-stars/units/chcece30113-
certificate-iii-in-early-childhood-education-and-care/ece-course-resources-new/)
Username: learner Password: studyhard
Download “Subject 10: Project 1 Observation Form”
Request him or her to sign off the supervisor declaration after you have
completed this task.
Step 2: Monitor and review the behaviour plan
Monitor and review the child’s behaviour against the plan. Modify the
plan where necessary in consultation with colleagues, family members
and others caring for the child. Follow the service’s policy and procedure
with regard to consultation with family members.
Complete the Review and Monitoring section of the Behaviour
Management Plan template.Request your supervisor to sign off the plan.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
Page 53 © Compliant Learning Resources

Assessor Guide 10 Version No. 2.1Produced 25 July 2016
© Compliant Learning Resources Page 54

PROJECT 2: PROMOTE INCLUSION AND
RESPECT DIVERSITY
For this project, you will need to investigate, research, review policies,
procedures and practices, and interview people in your vocational
placement in order to successfully complete the tasks. Document and
provide all the information being required for each task component.
This project is divided into two task:
1. Promote inclusion
2. Respect diversity
Task 1: Promote inclusion
1. Review the service’s philosophy, policies and practices or interview
your nominated supervisor to be able to complete the table below.
What is the service’s philosophy regarding inclusion, equity and
diversity?
It is the vision of the child care unit of the school to develop an early
childhood education and the settings of the care where all the children of
the country, their educators, mentors and the members of the family feel
valued, safe, protected and respected in the community of the learning
which is inclusive in nature. Furthermore it has also be ensured that
proper and effective maintenance of the diversity and the equity among
the children and their family members will be maintained irrespective of
the mental and the physical disability of the children.
Obtain a copy of the service’s policies and highlight the areas relating to
inclusion, equity and diversity. Submit the copy with your highlights and
provide the filename.
Filename: National Quality Framework, Australia
Briefly describe how the service put into practice their philosophy and
policies relating to inclusion, equity and diversity.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
Page 55 © Compliant Learning Resources

The policies and the philosophy relating the equity, inclusion and the
diversity of the institution affirms the equivalent opportunity, inclusivity
and the diversity in the accordance with the principles of the child care
unit regarding the fairness, the equity and the social related justice
ensuring the compliances of the school with the legal responsibilities.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
© Compliant Learning Resources Page 56

2. Interview an early childhood educator in your vocational work
placement and ask him or her to describe the service’s practice on
ensuring that curriculum decisions are made with a view to promoting
inclusion and participation of all children.
Guidance: Ask the educator to describe the process they underwent in
making curriculum decisions and making sure that it supports
inclusion of all children attending the service.
Briefly describe the educator’s response below:
While initiating an interview of the early childhood educator regarding
the description of the practises of the ensuring of the curriculum
decisions for the promotion of the inclusion of all the children , the
educator illustrate his sound foundational knowledge regarding the
development of the child , well being and the healthy nutrition and the
understanding of the need of the child.
3. Observe the daily activities and practices in the centre aimed to
promote inclusion. List at least three (3) practices which you think are
equitable and effective in ensuring that all children have opportunities
to achieve learning outcomes. Explain why each practice is equitable
and effective.
Practice #1: Accelerated and increased rate of the appreciation and the
acceptance regarding the each of the children’s differences
Practice #2: Opportunities towards the mastering of the activities by
the practising and the teaching of the others .
Practice #3: Making accessible environment in the classroom and
guiding the behaviour and the tendencies of the student in
the classroom
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
Page 57 © Compliant Learning Resources

4. Reflect on your interactions with children and their families in the
service. List five (5) actions that you have done during your vocational
work placement that demonstrates your belief in children’s capacity to
succeed. Be as specific as possible in your enumeration.
i. Media and the strategy of the communication to understand the
exact issue or the challenges faced by the children and
furthermore to learn the developmental issues and the
challenges of the child
ii. The briefing of the parenting advice for encouraging the parents
regarding the expected well fare of their child and the procedure
and the measures and the care they should take at home
iii. Narrowing of the focuses skills of the training for the parents of the
child suffering from autism and mental retardness so that they
can be the best guide and the support to their children
iv. Broad and focused training for the children and their parents to
cope up with the main stream children and the families of the
school
v. Propagation of the intensive family intervention for the ensuring of
the growth skills of the children and also the improvement of
their communication and the social skills
5. To be able to promote inclusion, you have to develop your professional
knowledge and work in partnership with families, communities and
other services and agencies.
List two (2) ways you can develop your professional knowledge regarding
inclusion.
i. Understanding and the identification of the required legal
obligations of the professional knowledge regarding inclusion
ii. Adaptation of the inclusive classroom teaching strategies for
understanding teaching approaches and for addressing the needs
of the students
List ways on how you can work in partnership with families, communities
and other services and agencies (one for each).
Families: I will communicate with the members of the family and arrange
for some of the training and the intervention program for the
members of the family s that they can understand and help
their child.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
© Compliant Learning Resources Page 58

Communities: I will organize campaigns for the propagation of the care
needed for the children suffering from autism spectrum
disorder and mental retardness
Other services and agencies: For the other agencies and the services, I
would ensure that each and every individual
understand the issues and the challenges
faced by the autistic children and how they
and their family should not be discriminated
in the grounds of any diversity and inclusion.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
Page 59 © Compliant Learning Resources

Task 2: Respect diversity
1. Describe a specific time in your vocational work placement where you
valued different capacities and abilities, and respected differences in
families’ home lives.
There has been lots of instances and times where I have given special
attention to the children who are both mentally and physically disabled
and still fighting with their challenges to survive in life.
2. Briefly explain the importance of creating a learning environment that
respects diversity and provides opportunities for children to explore
diversity and its contribution to the richness of society.
It is essential to develop a learning environment that respect and value
diversity and gives opportunity for the exploration so that all the children
can get included in the society’s richness and get their early childhood
compulsory education. This is because respecting of the diversity makes
all the children and their fail members feel valued and develop
connections with the society.
3. Recall and describe a time in your vocational placement when you
provided children with opportunities to explore the richness of
diversity.
Children who are disabled with both mental and physical challenges
require more attention. Most of the educators tend to discriminate the
from the main stream students . I recall providing one of the instance
where I helped one of the mentally retarded and physically handicapped
girl in the school in her study.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
© Compliant Learning Resources Page 60

4. Describe how you, as an early childhood educator, uphold all
children’s rights so that their cultures, identities, abilities and
strengths are acknowledged and valued in curriculum decision making
in the service.
Guidance: You may refer to the Early Years Learning Framework
(EYLF) when answering this question.
Me being the educator upholds all the rights of the children for
respecting their identities, culture and the abilities for valuing them in
equal basis. In accordance to the Early Years Learning Framework
(EYLF), I abide by the practises, the principles and the outcomes that
enhance and supports the learning abilities of all the children without
any discrimination.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
Page 61 © Compliant Learning Resources

PROJECT 3: PLANNING THE INCLUSION OF
CHILDREN WITH ADDITIONAL NEEDS
For this project, you will need to develop and implement one (1) Inclusion
Support Plan for a child attending your vocational work placement.
Before beginning this project, discuss with your supervisor which child
with additional needs would be best to observe and to develop an
inclusion support plan for.
Discuss with your supervisor whether a “Permission to Observe” form
will be necessary. If it is, ensure you complete the form from the service
with the parent/guardian of the child before starting with the project.
Submit this requirement to your assessor together with your assessment.
Is there a need for a Permission to Observe form from the
child’s parent/guardian?
☐Yes
☐No
If yes, submit the form together with the rest of the requirements for this
project. Provide the file name of the uploaded Permission to Observe
form:
Filename:
Important:
 There may be steps in each of the tasks below that require the
consent of the child’s parent/guardian, as well as the staff in the
centre. Coordinate with your supervisor to ensure that consent is
provided by relevant people as necessary.
 Names of the child and his/her parent/guardian and/or the staff
may be changed to protect their privacy and maintain
confidentiality of the child, his/her family and/or the centre’s staff.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
© Compliant Learning Resources Page 62

Task 1: Develop a plan for support and inclusion
Before commencing this task, consult your supervisor regarding children
having additional needs attending your vocational work placement.
Additional needs include any of the following:
 Children having additional needs may include needs due to:
o Language difficulties
o Physical, sensory or developmental disability
o Health problems
o Behavioural or psychological disorders
o Family circumstances and needs
o A child recently arrived in Australia from a different culture
o A child whose culture is different from the culture at the
centre
o Child at risk
o Unknown diagnosis
o Known diagnosis
o Cultural/religious practices
o Communication difficulties
o Giftedness
 Children experiencing communication difficulties which may be
due to:
o Trauma, violence and crises
o Disabilities (e.g., hearing, visual, speaking)
o Health problems and disorders
o Learning problems
o Deprivation of sensory stimulation
 Additional needs relating to behaviour and emotions
o Level and type of social interaction with adults and other
children
o Anxieties and aggression
Download the Inclusion Support Plan template in Sparkling Stars
website:
CHC30113 and CHC50115 Skills Workbook Templates and Forms
(http://compliantlearningresources.com.au/network/sparkling-stars/units/chcece30113-
certificate-iii-in-early-childhood-education-and-care/ece-course-resources-new/)
Username: learner Password: studyhard
Download “Subject 10: Inclusion Support Plan”
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
Page 63 © Compliant Learning Resources

Assessor Guide 10 Version No. 2.1Produced 25 July 2016
© Compliant Learning Resources Page 64

A. Investigate a child’s barrier to learning
Step 1:Investigate the child’s barrier(s) to learning. Barriers include
environmental, attitudinal and individual challenges that the child
faces.Review relevant files and conduct short interviews with people
in the centre who are involved in the care of the child to be able to
gather relevant and current information and establish the child’s
background, which may include:
 Family information, including cultural background
 Health needs
 Services accessed by the child
 Child’s strengths, interest and abilities
 Additional needs
Step 2:Use data gathered to form an accurate and holistic
understanding of the child’s barrier to learning and his or her needs.
Summarised the information gathered in the Background
Information section of the Inclusion Support Plan and fill out the sub-
sections.
Also, include a brief description of the investigation you have
undertaken, i.e., Who are the people consulted? What are the files
reviewed? Etc.
B. Develop a plan for support and inclusion
Step 1: Based on the background information you have gathered, set
at least two (2) goals that are realistic and achievable within the time
the child is in the service. In setting the goals, consider the child’s
abilities, his or her personal goals, interests and health status in the
context of the child’s cultural values, needs and requirements.
Step 2: Once you have set the goals, consult with other professionals
and the family in designing strategies to meet the child’s needs,
address the identified barriers and achieve the goals. Each goal must
have a set of strategies to be implemented.
Determine who should be responsible for the implementation of the
strategies. Follow the service’s policy and procedure with regard to
consultation with family members.
All throughout the consultation ensure that communication occurs
within a culturally and linguistically responsive framework.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
Page 65 © Compliant Learning Resources

Step 3: Identify the resources available in the service, as well as
additional resources needed for the implementation of strategies.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
© Compliant Learning Resources Page 66

C. Review and suggest adaptations to service delivery to meet the
needs of the child
Step 4: Describe how the service adapt its environment and routines
to provide inclusion and support of children. Review the service’s
procedures and/or practices on inclusion and suggests how these
procedures and/or practices can be made more specific to ensure the
inclusion of the child.
Include in your suggestions additional resources or sources of
information that will assist early childhood educators in developing
and adapting the centre’s curriculum to meet the child’s additional
needs.
Guidance: Additional resources or sources of information are those
that cannot be provided within the existing resources available to the
centre and may be sought from other support service providers or
inclusion support funding programs.
Complete the Inclusion Support Plan section of the template.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
Page 67 © Compliant Learning Resources

Task 2: Implement strategies to meet the child’s additional needs
Implement the strategies in your inclusion support plan. During
implementation, examine strategies that may or may not work and trial
strategies that may address the barriers.
In implementing the strategies ensure that you:
 Support the child’s entry into the service
 Respond to the daily needs of the child with additional needs
and seek assistance as required
 Communicate with and provide support to others to implement
the strategies
 Encourage others to adopt inclusive attitudes and practices
 Closely monitor new strategies and the impact of these on the
child
Make sure your vocational work placement supervisor is able to witness
and observe you complete this project as you will be requesting his or
her signature to confirm your successful completion this task in the
workplace.
To document your supervisor’s confirmation, have your supervisor
complete the Project 3: Observation Form found in the Sparkling Stars
website:
CHC30113 and CHC50115 Skills Workbook Templates and Forms
(http://compliantlearningresources.com.au/network/sparkling-stars/units/chcece30113-
certificate-iii-in-early-childhood-education-and-care/ece-course-resources-new/)
Username: learner Password: studyhard
Download “Subject 10: Project 3 Observation Form”
Request him or her to sign off the supervisor declaration after you have
completed this task.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
© Compliant Learning Resources Page 68

Task 3: Monitor and review strategies
Step 1:Monitor and review the strategies that are in place by identifying
issues of concern and any barriers to the strategies being implemented.
All throughout the implementation until the review of strategies,
constantly reflect on the effectiveness of the plan and its impact on the
child. Think about the level of support provided to the child, respond and
adjust accordingly if the support being provided is not yet satisfactory.
Step 2:Identify whether there is an urgent need to contact a professional
and/or a specialist for consultation and referral. This urgency should be
based on the progress of the child. Report this urgency to your
nominated supervisor as you need to seek and gain the family permission
prior to consulting with others regarding the child.
Step 3: Record your monitoring in the Monitoring and Review section
of the template. Answer all the questions as specific as you can.
Step 4: Share information about the child’s progress among all those
concerned by presenting and discussing with at least one (1) staff in the
centre that cares for the child and your supervisor. Ask them to sign off
the plan after the discussion.
Step 5:Answer the follow up questions below and submit your completed
Inclusion Support Plan together with this workbook.
Task 3Follow up Questions
1) An early childhood educator, describe how you can establish and
maintain constant information exchange with family and appropriate
community members about the child’s needs and care strategies?
As an educator it is my duty to abide by all the rules and provide
effective care and support to all the children in the care unit without
any discrimination. I would keep regular contact with the parents of
the children to let them know regarding the progress and the
performance of their children.
2) Describe how you can you ensure that communication occurs within a
culturally and linguistically responsive framework.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
Page 69 © Compliant Learning Resources

For ensuring that the communication with the family members occur
in a linguistically and culturally responsive framework I would abide
by all the rules and the regulation of the child care school and will
respect the emotions and the feelings of the parents of the children
regarding their child.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
© Compliant Learning Resources Page 70

ASSESSOR CHECKLIST
When you have completed this assessing the assessment workbook,
review the candidate’s assessment against the checklist below:
The candidate has completed all the assessments in the
workbook:
Knowledge Assessment
Project 1
Project 2
Project 3
IMPORTANT REMINDER
Candidates must achieve a satisfactory result to ALL assessment tasks
to be awarded COMPETENT for the units relevant to this cluster.
To award the candidate competent in the units relevant to this subject,
the candidate must successfully complete all the requirements listed
above according to the prescribed benchmarks.
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
Page 71 © Compliant Learning Resources

FEEDBACK
Well done for completing the delivery of this workbook. We hope
that your training and assessment experience using our resources
has been a seamless and fruitful journey. At Compliant Learning
Resources, we continually strive to improve our training and
assessment resources and heighten the training and assessment
experience for you. One way we do this is by seeking feedback.
Your experience is important to us and we are very keen to hear
any suggestions or complaints you may have. Click on the button
below to let us know what you think of us and our learning
resources.
End of Document
Assessor Guide 10 Version No. 2.1Produced 25 July 2016
© Compliant Learning Resources Page 72
CLICK HERE