CHC50113 Diploma of Early Childhood: Assessment Workbook on Behaviour

This document is an assessment workbook for the CHC50113 Diploma of Early Childhood Education and Care, focusing on Children's Behaviour and Inclusion. It includes detailed information about competency-based assessment, the principles of assessing nationally recognized training, and the dimensions of competency. The workbook outlines assessment requirements, methods, and resources needed, including access to learning materials and the internet. It covers both knowledge and project assessments, with specific units of competency addressed, such as establishing plans for cooperative behavior, implementing inclusion strategies, and working in partnership with families. The workbook also includes a cover sheet, instructions for accessing intranet pages and external links, and a table of contents. The project assessment requires workplace access for practical application of learned concepts. The document also touches on reasonable adjustments for learners with disabilities. It's a comprehensive guide for students undertaking this diploma.

CHC50113
Diploma of Early
Childhood Education
and Care
Children’s Behaviour and
Inclusion
Version 2.4 Produced 19 March 2018
Copyright © 2018 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 Version
16 May 2014 Version 1 final produced following
assessment validation. 1.0
16 October 2014 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
9 March 2017 Intranet links and logins updated;
minor changes to wording 2.2
23 March 2017 Updated Sparkling Stars Link 2.3
19 March 2018
 Minor changes made to wording
and formatting
 Updated links for document in Q4
 Updated response requirements for
Q12a
2.4
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TABLE OF CONTENTS
INTRODUCTION.....................................................................4
WHAT IS COMPETENCY-BASED ASSESSMENT.....................5
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY
RECOGNISED TRAINING.......................................................6
THE DIMENSIONS OF COMPETENCY...................................7
REASONABLE ADJUSTMENT.................................................8
THE UNITS OF COMPETENCY...............................................9
CONTEXT FOR ASSESSMENT..............................................10
ASSESSMENT REQUIREMENTS...........................................11
ASSESSMENT METHODS.....................................................12
RESOURCES REQUIRED FOR ASSESSMENT.......................12
ASSESSMENT WORKBOOK COVER SHEET.........................13
KNOWLEDGE ASSESSMENT........................................................14
END OF DOCUMENT..................................................................21
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INTRODUCTION
The questions in this workbook are divided into two (2) categories: Knowledge
Assessment, and Project Assessment.
The questions under Knowledge Assessments are all in a short answer
format. The longer questions requiring creative and analytical thought
processes are covered in the Project Assessments. You must answer all
questions using your own words. However, you may reference your
Learner Guide and other relevant resources and learning materials to
complete this assessment.
Some questions cover processes you would likely encounter in a workplace.
Ideally, you should be able to answer these questions based on the processes
that are currently in place in your workplace. However, if you do not currently
have access to a workplace, then answer the questions based on processes
that should be implemented in a typical workplace setting.
Accessing Intranet Pages and External Links
There are instructions in this workbook that will refer you to intranet pages
and or external links. These intranet pages and external links are formatted in
Blue Underlined Text.
To access these, hold the Ctrl key for Windows users or the Command ⌘ key
for Mac users while clicking on these links.
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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 the 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.
Definition of Competency
Assessment in this context can be defined as:
The fair, valid, reliable and flexible gathering and recording of evidence to
support the judgement on whether competency 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.
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THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING
Developing and conducting 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
- Assessment must include the full range of skills and knowledge
needed to demonstrate competency.
- Assessment must include the combination of knowledge and skills
with their practical application.
- 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
- Assessment must be reliable and must be regularly reviewed to
ensure that assessors are making decisions in a consistent
manner.
- Assessors must be trained in national competency standards for
assessors to ensure reliability.
 Assessment must be flexible
- Assessment, where possible, must cover both the on and off-the-
job components of training within a course.
- Assessment must provide for the recognition of knowledge, skills
and attitudes regardless of how they have been acquired.
- Assessment must be made accessible to learners through a
variety of delivery modes so they can proceed through
modularised training packages to gain competencies.
- Assessment must be mutually developed and agreed upon
between assessor and the assessed.
- Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
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(Source: Standards for RTOs 2015, Clauses 1.8 – 1.12)
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The rules of evidence
When collecting evidence, there are certain rules that apply to that evidence.
All evidence must be valid, sufficient, authentic and current:
 Valid
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
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 in all aspects of the unit of competency.
 Authentic
When evidence is gathered the assessor must be satisfied that evidence
is the learner’s own work.
 Current
This relates to the recency of the evidence and whether the evidence
relates to current abilities.
(Source: Training in Australia by M Tovey, D Lawlor)
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work
performance and not only narrow task skills. The four (4) dimensions of
competency are:
1. Task skills
2. Task management skills
3. Contingency management skills
4. Job or role environment skills
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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, and
 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 before enrollment 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.
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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. For example, if the assessment were
gathering evidence of the candidate’s 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.
THE UNITS OF COMPETENCY
The units of competency specify the standards of performance required in the
workplace.
This assessment addresses the following unit(s) of competency from
CHC50113 Diploma of Early Childhood Education and Care:
CHCECE020 – Establish and implement plans for developing
cooperative behaviour
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
CHCECE021 – Implement strategies for the inclusion of all children
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
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CHCECE026 – Work in partnership with families to provide appropriate
education and care for children
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
For complete copies of the above units of competency:
Download them from the TGA website:
CHCECE020
CHCECE021
CHCECE026
CONTEXT FOR ASSESSMENT
To complete the assessments in this workbook, students need to have access
to their learning materials and the Internet. The Knowledge Assessment may
be completed wholly at the student’s home or chosen place of study. The
Project Assessment must be completed in a workplace.
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ASSESSMENT REQUIREMENTS
The assessment requirements specify the evidence and required conditions for
assessment.
Each unit of competency can be unbundled to reveal three key assessment
components:
1. Performance Evidence
- describes the subtasks that make up the element of the unit
2. Knowledge Evidence
- describes the knowledge that must be applied to understanding the
tasks described in the elements
3. Assessment Condition
- describes the environment and conditions that assessments must be
conducted under
The associated assessment method in this kit covers all of these components
as detailed in the matrix below:
Units of Competency
Assessment Activities
CHCECE020
CHCECE021
CHCECE026
Knowledge Assessment   
Project Assessment  
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ASSESSMENT METHODS
This workbook uses the following assessment methods:
1. Knowledge Assessment – A set of generic and workplace questions
testing the student’s general knowledge and understanding of the
general theory behind the unit.
2. Project Assessment – A set of tasks or activities completed according to
set instructions and guidelines to meet the requirements of the relevant
units. These tasks and activities require you to have access to a
workplace.
RESOURCES REQUIRED FOR ASSESSMENT
Candidate will need access to:
 Computer with Internet and email access and a working web browser
 Installed software: MS Word, Adobe Acrobat Reader
 Forms and templates, provided in the Projects as needed
 A workplace that will allow you access to:
 A workplace supervisor
 One (1) child requiring support, including their parent and/or
guardian
 Two (2) people from the centre who are involved in the care of
the child requiring support
 One (1) early childhood educator
 Children enrolled in the service, and their families
 The service’s philosophy, policy and procedures relevant to
inclusion, equity and diversity
 One (1) child who requires additional needs, including their
parent and/or guardian
 At least one (1) professional who can provide advice relevant to
the additional needs of the child
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ASSESSMENT WORKBOOK COVER SHEET
To the Student: Print this coversheet and complete it by filling in all the required
information and affixing your signature in the space provided. Use the filename:
Class Number_Student Name_Student Id_Unit Code_Assessment
Number_Trainer Name_Date Submitted.
Example: 1050_JoeBlog_9991234_Sub10_A2_Surinder_021282
WORKBOOK: WORKBOOK 10
TITLE: Children’s Behaviour and Inclusion
FIRST AND SURNAME:
PHONE:
EMAIL:
Please read the Student 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 Student, 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 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:
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Knowledge Assessment
1. 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
Guidance: Identify specific parts of the Code of Ethics that will affect
your approach, and explain how you will incorporate these into the
development of behaviour management plans.
ECA mainly focus on Aboriginals and Torres Strait Islander. They have been
teaching and promoting children for many years. The code acknowledges the
traditional way of teaching performed by them. It suggests that no pressure
would be provided towards aboriginal kids; it supports collective decision-
making (Zabatiero et al. 2018). This would be a problem, as the aboriginal kids
would not being adjusted with other kids in schools. This would to self-
insecurity among the aboriginal kids.
As ethics, suggest self-decision-making. The aboriginal kids would be exposed
to both the cultures; hence, implementation is very important. A clear
discussion with aboriginal parents is necessary (Beutler and Fenech 2018).
Necessary efforts must be made to manage variation of opinion in collegiality
spirit.
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b. United Nations Convention on the Rights of the Child (CROC)
Guidance: Identify specific parts of the CROC that will affect your
approach, and explain how you will incorporate these into the
development of behaviour management plans.
Specific parts of CROC that affect approach are Article 10 stating that families
living in different countries must move to countries where both parent and
children can live together.
Article 16 stating that children have the right to privacy. Article 13 stating that
children have the right to discuss their information and get their demands
fulfilled (Cowden 2016).
In the behavioural management, survey needs to be conducted where the
children would be asked about their choices. The children demands must be
analysed before putting into the plan. A child’s demands can be highly
variable. However, it is necessary to check if the demands and choices made
are logically and good for the betterment (Western and Chin 2017). To
implement Article 10, the parent of the kids needs to ask about their ideas. As
there has been a suggestion of moving into different countries that include
monetary factors. Therefore, it is very necessary to check whether parents are
comfortable in spending the money. Before incorporating in the development
plan, it is recommended to discuss and survey the plan before adding it.
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2. Which regulations, legislation, and workplace practices relate to the inclusion of all children in an Early Childhood
Education and Care centre and what programs are available in your state to assist in 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
2.1) Children are
secured from all kinds of
violence in schools
2.2) Children have a
right to autonomous
contribution in schools
and to be accessed
depending on education
policy (Dalkilic and
Vadebomcoeur 2016).
2.1) It bans all kinds
of physical or other
embarrassing
penalties in all
schools.
2.2) student councils
and school
organisational
committee where
students have control
over their decisions.
2.1)Policies and
procedures: diversity
mission statement
created so that there is
proper maintenance of
the corporate values.
2.2) Network creation:
A child and the care
centre must be having
balanced strategic
plans ( Warren, Vialle
and Dixon 2016). They
need to maintain a
good relationship so
that child can undergo
better educational
benefit that is
necessary for child
The physical and social
classroom environment
Humble and shared
relationship with parents
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development.
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Running head: CHILDHOOD AND EDUCATION CARE
3. 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.
Autism spectrum disorder is a situation that causes brain development
and influences a person’s observation and socialisation skills by causing
problems related to social communications and interactions. This
disorder includes repetitive and limited behavioural pattern (Hirvikoski
et al. 2016). The severity and range for this disease vary widely. The
most common symptoms include communication difficulty. Therapies
such as behavioural, educational and family can reduce symptoms and
leads to the learning and developmental procedures. It begins at an
early stage causing problems that are related to spectrum disorder that
causes problems towards child’s school activities.
b. Describe two (2) strategies that may help encourage a child with
Autism to participate in activities.
i. Help the child in knowing the next step: After finishing work, it is
recommended that the child with autism disorder must be
informed about what they have to do next. Children are having
difficulty in understanding the concept of numbers and time for
them, and a visual timer can be very beneficial as the child can
keep track of their time (Craig et al. 2016).
ii. Set some goals and maintain consistency- It is required to set a
goal for autism kids. Such as to assure them that some would play
with them. It is necessary to keep the promise as told to autistic
kids. If the consistency is not maintained, then the child would
have difficulty in understanding what is to be done that would
make them feel confused and insecure.

1CHILDHOOD AND EDUCATION CARE
4. 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.
Attention deficit disorder (ADD) is a neurological disorder causing a
behavioural pattern such as problem in attending instructions,
following track assignments, focusing on schoolwork, social
interactions, and completing tasks. ADD involves hyperactivity with the
problems related to behaviour. Children who have ADD often undergoes
learning disabilities, on the other hand, some disciplinary school
problems (Thomas et al. 2015). ADD is very common and confusion
regarding the diseases causes continuous to circulate.
b. Describe two (2) strategies that may help encourage a child with
attention deficit disorder to participate in activities.
i. Teaching child is taking some break during learning activities
such as homework or reading. This would help a child in taking
interesting in education and taking part in educational activities
because they would be having time to think about the coming
duties.
ii. Provide the child with healthy nutritional food options. It would
help a child to concentrate and focus on the work they are doing.
Healthy eating leads to healthy lifestyle causing better planning
of the duties and tasks (Thomas et al. 2015).
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2CHILDHOOD AND EDUCATION CARE
5. 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.
i. Children with down syndrome: It is recommended to give the
child to play with other kids, perform regular chores, encourage
the kids to learn new things and appreciate them for their
activities and performances. Ask the kid to plat, have fun, read
and go out for fun activities.
ii. Children with muscular dystrophy: The children suffering from
this disease cannot walk by themselves. They have to use a
wheelchair. These kids need extra attention while performing
regular activities. The child would be encouraged with activities
they are comfortable. They would be allowed to read, write and
play games they can perform (Coulter et al. 2015).
b. Describe two (2) strategies that may encourage the participation
of a child with an illness/health condition and help you ensure he
or she is included.
i. Knowing the kid: The kid with additional needs seeks special care.
It is necessary to build a positive relationship with them so that
they can express and share their feeling. Developing a positive
relationship would help the kid in gaining confidence and this
would help them in performing accordingly ( Torio et al. 2015)
ii. No auditing of the physical environment: The physical
environment needs to be maintained similarly. This would help
the child to participate in the way they are comfortable with and
would also help them in accessing the facilities like other kids of
similar age.
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3CHILDHOOD AND EDUCATION CARE
References
Beutler, D. and Fenech, M., 2018. An Analysis of the Australian
Government's Jobs for Families Child Care Package: The Utility of
Bacchi's WPR Methodology to Identify Potential Influences on Parents’
Childcare Choices. Australasian Journal of Early Childhood, 43(1),
pp.16-24.
Coulter, A., Entwistle, V.A., Eccles, A., Ryan, S., Shepperd, S. and
Perera, R., 2015. Personalised care planning for adults with chronic or
long‐term health conditions. Cochrane Database of Systematic
Reviews, (3).
Cowden, M., 2016. Children's rights: From philosophy to public policy.
Springer.
Craig, F., Margari, F., Legrottaglie, A.R., Palumbi, R., De
Giambattista, C. and Margari, L., 2016. A review of executive function
deficits in autism spectrum disorder and attention-deficit/hyperactivity
disorder. Neuropsychiatric disease and treatment, 12, p.1191.
Dalkilic, M. and Vadeboncoeur, J.A., 2016. Re-framing inclusive
education through the capability approach: An elaboration of the
model of relational inclusion. Global Education Review, 3(3).
Hirvikoski, T., Mittendorfer-Rutz, E., Boman, M., Larsson, H.,
Lichtenstein, P. and Bölte, S., 2016. Premature mortality in autism
spectrum disorder. The British Journal of Psychiatry, 208(3), pp.232-
238.
Thomas, R., Sanders, S., Doust, J., Beller, E. and Glasziou, P., 2015.
Prevalence of attention-deficit/hyperactivity disorder: a systematic
review and meta-analysis. Pediatrics, 135(4), pp.e994-e1001.
Torio, C.M., Encinosa, W., Berdahl, T., McCormick, M.C. and Simpson,
L.A., 2015. Annual report on health care for children and youth in the
United States: national estimates of cost, utilization and expenditures
for children with mental health conditions. Academic pediatrics, 15(1),
pp.19-35.
Warren, J., Vialle, W. and Dixon, R., 2016. Transition of children with
disabilities into early childhood education and care
centres. Australasian Journal of Early Childhood, 41(2), pp.18-26.
Western, D.J. and Chin, G.J., 2017. Are JROTC and CAP on a Collision
Course with CROC. AFL Rev., 77, p.65.
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4CHILDHOOD AND EDUCATION CARE
Zabatiero, J., Straker, L., Mantilla, A., Edwards, S. and Danby, S.,
2018. Young children and digital technology: Australian early
childhood education and care sector adults’ perspectives. Australasian
Journal of Early Childhood, 43(2), pp.14-22
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5CHILDHOOD AND EDUCATION CARE
Assessment 2 Feedback Sheet
Student Name: Student ID:
Unit Code And Name: Subject 10 Children’s Behaviour and Inclusion
Class Number
Assessment Outcome: ☐ Satisfactory ☐ Not Satisfactory
Knowledge Question 1 ☐ Satisfactory ☐ Not Satisfactory
Knowledge Question 2 ☐ Satisfactory ☐ Not Satisfactory
Knowledge Question 3 ☐ Satisfactory ☐ Not Satisfactory
Knowledge Question 4 ☐ Satisfactory ☐ Not Satisfactory
Knowledge Question 5 ☐ Satisfactory ☐ Not Satisfactory
Assessor’s Feedback:
Has the student been informed of the assessment outcome and the reason for the decision?
☐ Yes ☐ No
How was the student informed of the assessment outcome?
Date:
☐ In Person (Student to sign) ☒ Via Email (Copy of email to be kept)
Student’s Signature: Date:
Document Name: CHC50113_S10_A2_KA(B) RTO Code: 52010 CRICOS Code: 03548F
Version: 1.0 Approved on: 15 Oct 2019 Review Date: 15 Oct 2020 Page 5 of 26

6CHILDHOOD AND EDUCATION CARE
Trainer/Assessor Signature: Date:
End of document
Document Name: CHC50113_S10_A2_KA(B) RTO Code: 52010 CRICOS Code: 03548F
Version: 1.0 Approved on: 15 Oct 2019 Review Date: 15 Oct 2020 Page 6 of 26