NQF, EYLF, UNCROC & Positive Relationships in Child Development

This assignment focuses on the National Quality Framework (NQF), Early Years Learning Framework (EYLF), and the United Nations Convention on the Rights of the Child (UNCROC) to understand key principles in child development. It covers topics such as building positive relationships with children, ensuring their rights, and promoting healthy eating habits. The assignment requires accessing and referencing specific documents like the Guide to the National Quality Framework and the Early Years Learning Framework to answer questions related to educator-child relationships, children's sense of identity, and the importance of partnerships with families. It also addresses supporting breastfeeding mothers, honoring children's opinions, and creating a supportive mealtime environment. The assignment concludes by linking behavior management policies to NQS Quality Area 5, emphasizing the importance of dignity, emotional communication, collaboration, and responsive interactions in fostering positive child development.

Contents
1.Assessment 1...........................................................................................................................3
Assessment Instructions...................................................................................................3
Part 1 National Quality Framework..................................................................................5
Part 2 Baby, toddler and children’s development .........................................................10
Evidence Guide ..............................................................................................................19

1. Assessment 1
Assessment Instructions
Table 1 Assessment instructions
Assessment details Instructions
Assessment overview This is a knowledge-based assessment and will be assessing you on your
knowledge of:
 providing care for children
 providing care for babies and toddlers to ensure their physical and
emotional well-being is maintained and self-sufficiency is nurtured
 developing positive and respectful relationships with children to
maintain effective relationships and
 supporting and promoting positive behaviour of children and young
people and guide their behaviour in a safe and supportive manner
The Assessment Event
number
1 of 3
Instructions for this
assessment
This assessment is in two parts and includes an Evidence Guide and final
Assessment Feedback (marking tools).
Each part contains a combination of questions including multiple-choice, short
answer, matching terms and document navigation.
 Part 1 National Quality Framework
 Part 2 Baby, toddler and children’s development
You must read the entire document before commencing your assessment so
you are aware of all requirements
Submission instructions On completion of this assessment, you are required to upload your response
and any marking tools as they appear in this assessment workbook as per the
instructions on your online platform or hand it to your assessor for marking.
If completing this assessment in a paper based format, you are required to
sign and complete all relevant sections on this document. Manual signature is
only required if assessment is not a digital submission.
It is important that you keep a copy of all electronic and hardcopy assessments
submitted to TAFE and complete the assessment declaration when submitting
the assessment.
What do I need to do to
achieve a satisfactory
result?
To achieve a satisfactory result for this assessment you must complete each
part of your assessment to a satisfactory standard.
You must ensure your assessment responses are written in your own words
(unless otherwise specified), include APA references where required and
adhere to the word count requirements where specified.
Your assessor may use strategic questioning to authenticate your assessment

Assessment details Instructions
responses and your knowledge within this submission.
What do I need to
provide?
Pens, computer access for online assessments, reference documents.
Assessor must
provide
Nil
Due date/time allowed Due Date:
The time allowed: Untimed but allow up to two hours
Venue: May be completed in the classroom, home or online environment.
Assessment feedback,
review or appeals
In accordance with the TAFE NSW policy Manage Assessment Appeals, all
students have the right to appeal an assessment decision in relation to how
the assessment was conducted and the outcome of the assessment. Appeals
must be lodged within 14 working days of the formal notification of the result
of the assessment.
If you would like to request a review of your results or if you have any concerns
about your results, contact your Teacher or Head Teacher. If they are
unavailable, contact the Student Administration Officer.
Contact your Head Teacher for the assessment appeals procedures at your
college/campus.
© 2011 Department of Education and Communities, TAFE NSW eLearning Hub | Version: 0.0 | Created: dd/mm/2011

Part 1 National Quality Framework
QUESTION 1 (Part 1)
Instructions:
1. Access the Guide to the National Quality Framework and Navigate to the
National Quality Standard (NQS) Quality Area that reflects positive relationship
building with a child. Select the response below that matches the information
provided in the NQS. Select 1 correct answer.
Answer choices Put X next to 1
correct
response
A
Positive educator to child interactions that are meaningful,
build trust and allow the child to feel secure whilst also
promoting dignity and rights of the child.
x
B Listening to the child and responding politely. x
C Allowing children to explore their environment in a safe and
secure manner.
D Ensuring my teaching practices are gentle and nurturing. x
QUESTION 2 (Part 1)
Instructions:
What is the standard number and name from the National Quality Standard that
relates directly to relationships of educators and children?
Standard Number and Name
Standard number-5.1 0f the national quality area 5
QUESTION 3 (Part 1)
Instructions:
What is the standard number and name from the National Quality Standard that
relates directly to ensuring the rights of children?
Standard Number and Name

Standard 5.1
QUESTION 4 (Part 1)
Instructions:
Access the Early Years Learning Framework and respond to the following;
Record below the outcome number and name that refers to children having a
strong sense of identity, feeling safe, secure and supported, developing emerging
autonomy, holding a confident self-identity and interacting with others with care,
empathy and respect.
EYLF Outcome and Name
Outcomes 1: children have a strong sense of identity pr
QUESTION 5 (Part 1)
Instructions:
Access the Early Years Learning Framework and the information about the
Principles.
Record below the Principle number and name that focuses on working closely and
respectfully with families of the children in your education setting.
EYEF Principle Number and Name
Principle 2: partnership
QUESTION 6 (Part 1)
Instructions:
Access theEarly Years Learning Framework
Principle 2: Partnerships is about having reciprocal relationships with families.
Explain how you can support breastfeeding mothers in the centre to ensure that
you are building positive partnerships with families. (50 – 100 words)
It has been considered that breast feeding is a idol food for new born infants that
can promote development as well as help in nourishment as well as prevent
illness. Continuous feeding is suggested through health care professionals for first
6 month and in order to promote and support in centre and following intervention
should be implicated, such as, formulate strategies and policies that encourage
and motivate continuous breastfeeding, services which should be provided as
breastfeeding companionable, handbooks and templates that can provide better
© 2011 Department of Education and Communities, TAFE NSW eLearning Hub | Version: 0.0 | Created: dd/mm/2011

understanding of why it is important for kids and also privacy for mothers who are
adapting breastfeed their kids.
QUESTION 7 (Part 1)
Instructions:
Access the United Nations Convention on the Rights of the Child (UNCROC)
document. Record below the exact Article number and name that best matches
the relationship-building strategy of honouring the right of the child to voice their
own opinion and have adults take it seriously?
Children and young generation do not have much power as compared to adults.
Hence they are not eligible to vote and also they are not independent and have
individual financial status as well. But as per the Article 12, which demonstrate that
they have human right. They have right conclude their point of view or opinions
and these opinions should be listened and should also responded accordingly as
adult. Additionally, Article 5 of the UNCRC represent that direction as well as
guidance which are provided through their folks, kids generally reflects evolving
abilities for each and every kid. As per studies, the kids can also face numerous of
challenges in which they may not express it clearly but they can express through
number of ways such as through their body language, through their emotions and
sometimes they can express it in codes. The duty of an educator is to analyse the
problem and should come back with appropriate solution. No responding them and
taking them for granted can develop the negative behaviour pattern with in the
children and also If in extreme cases it can also effect their mental health as well.
QUESTION 8 (Part 1)
Instructions:
Article 24 form the United Nations Convention on the Rights of the Child focuses
on clean water and nutritious food as being important for children to develop into
healthy beings.
Explain how sitting down with children at mealtimes and encouraging children to
taste all food available to them encourages healthy eating habits?
It has been concluded that spending time and taught kids while they eat can
promote understanding of concepts such as healthy eating practices and tasting
each flavour of food. It can promote the learning of eating behaviour and pattern
as well as food choices. Mealtime promotes a safe and healthy atmosphere where
a kid can learn about taste, nutrients, calories, smell and also children may try to
new food. Motivating them and encouraging while they eat can foster their
willingness to eat in regards with their meals. And also it can help to learn how to
respond the by indications of hunger as well as fullness of meal. The meal time is
also considered as when the child can able to foster their knowledge and
information while they are eating. In this time, an educator who should be attentive
and should pass information through communicating with them. Acknowledging
them about benefits of eating green leafy vegetables, colour, types of food,
cultural food which are mandatory to know and it can also develop eating

practices and also force to them to try new foods items.
QUESTION 9 (Part 1)
Instructions:
1. Read the points from the behaviour management policy extract below
2. Refer to the NQS Quality Area 5: Relationships
3. Identify which four Quality Standard Elements the policy statements are
reflecting
Extract from a Behaviour Management Policy. Quality
Standard
Element
Children shall be honoured and valued with dignity in all
aspects of their daily engagement. Their rights shall be upheld
at all times no matter how challenging the situation may
present.
Relationship
between
educators and
children
Challenging behaviour can be difficult for educators to manage
at times. Educators are to be guided by the practice of
communicating with the child about their felt or displayed
emotions. The educators should help the child identify their
emotions and feelings by labelling them and talking through the
child’s experience. By doing this, the child is supported to self -
regulate their own behaviours and manage their behaviour in
an appropriate manner.
The dignity and
rights of the child.
Children will be encouraged to work in collaboration with their
peers. At times this may be difficult for children who prefer to
be on their own. Our belief is that children who collaborate with
peers, actually learn from each other and take on a helper
responsibility with other peers when they are struggling. This
supports their sense of belonging in the group.
Self regularisation
Educators are to be guided by the mindset that their
interactions with children should be responsive to their needs
and interests to ensure they are meaningful for the child. When
educators respond in an authentic manner, children feel safe,
secure, confident and included.
Positive educator
to child
interactions
© 2011 Department of Education and Communities, TAFE NSW eLearning Hub | Version: 0.0 | Created: dd/mm/2011