Alana Kaye Training: CHC50113 Diploma, CHCECE020 Assessment Task

This document is a comprehensive student assessment workbook for the CHC50113 Diploma of Early Childhood Education and Care, specifically addressing the competency code CHCECE020: Establish and implement plans for developing cooperative behaviour. The workbook includes an assignment cover sheet, student declaration, and a competency judgement section for the trainer/assessor's feedback. It outlines the performance and knowledge evidence required for the unit, covering topics such as establishing and applying limits, identifying and reviewing behaviour, developing and implementing behaviour plans, and monitoring their effectiveness. The document also provides assessment conditions, topics covered, and additional resources. Instructions for students detail submission guidelines, feedback processes, and plagiarism policies. Furthermore, it emphasizes the importance of workplace placement and provides detailed guidelines, including required hours and supervision criteria. The assignment also includes information on reasonable adjustments, trainer support, and appeals procedures.

Student Assessment Workbook
ASSIGNMENT COVER SHEET
Instructions:
 Before you start your assessment task, please read the student declaration below.
 All assignments must be submitted with this attached cover sheet.
 Assignments submitted without this cover sheet or declaration completed, will be returned to the
student for resubmission.
 Please keep a copy of your assignment. Your assignment will not be returned to you.
 Please submit your assignment by hard copy or email the assignment cover sheet with your
assignment to [e-mail]
Email to [e-mail]
Qualification Code/Title CHC50113 Diploma of Early Childhood Education and Care
Competency Code/Title CHCECE020 Establish and implement plans for developing cooperative behaviour
Student Name
Student Email
USI Number
Trainer Name
Student Declaration
I confirm: Yes No
I understand the assessment requirements to achieve competence. ☐ ☐
I am ready for assessment. ☐ ☐
I understand the appeals, complaints and grievance procedure (refer to Student Handbook). ☐ ☐
(only complete if you have special needs). I have advised of my special needs and any changes to
the assessment process have been taken into consideration. ☐ ☐
The work in this assignment is my own work. I declare that this assessment item is my own work
unless otherwise acknowledged and referenced. ☐ ☐
I agree:
This assessment may be accessed by the government (Australian Skills Quality Authority,
Government Funding Agencies) or representatives chosen by Alana Kaye Training (eg. Trainers,
Consultant, Industry Representatives) to review the quality and marking of this assessment.
☐ ☐
I have read, understood and accept the above conditions of this assessment.
Signature: Date Submitted:
Cheating and plagiarism: All work submitted must be your own. If a trainer suspects that you have been involved in
plagiarism, the matter will be referred to the Branch Manager or CEO. If two students submit the same or very similar
assessment both students will need to resubmit their assessment.
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COMPETENCY JUDGEMENT – TRAINER/ASSESSOR USE ONLY
Instructions:
 This document is used by the Assessor to record their feedback about your assessment.
 This competency judgement record will be returned to you. If you do not agree with the judgement,
students can access Alana Kaye’s complaints and appeals process.
Qualification Code/Title CHC50113 Diploma of Early Childhood Education and Care
Competency Code/Title CHCECE020 Establish and implement plans for developing cooperative behaviour
Student Name
Assessor Name
STUDENTS MUST NOT COMPLETE THE FOLLOWING FEEDBACK – ASSESSOR ONLY
ASSESSOR’S FEEBACK TO STUDENT
(include resubmission requirements and due date, if applicable)
Assessment Task Result (S = satisfactory; NS = not yet satisfactory) S NS
Assessment Task 1 - Establishing and applying limits and guidelines for behaviour  
Assessment Task 2 - Identifying and reviewing behaviour as required  
Assessment Task 3 - Developing a plan to guide a particular child’s behaviour where
required 
Assessment Task 4 - Implementing and monitoring a behaviour plan  
Feedback
Assessment Task 5 – Workplace tasks  
Feedback
Assessment Task 6 – Project
Questions 1 – 7  
Feedback
Overall Assessor Comments:
Final assessment result: Resubmission result:
☐ COMPETENT ☐ COMPETENT
☐ NOT YET COMPETENT ☐ NOT YET COMPETENT
Assessor Name
Assessor Signature Date
Administration Resulted VETtrak & tracking spreadsheet updated ACS & CJ scanned & saved Copy sent to student
Initial:
Date:
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CHCECE020 Establish and implement plans for developing cooperative
behaviour
This document comprises of 2 sections:
 Section One – Unit and Assessment Overview
 Section Two – Assessment Tasks
Section One – Unit and Assessment Overview provides you with an overview of the knowledge and skills that you
need to demonstrate in the assessment tasks. The Unit and Assessment Overview also provides you with information
about the assessment conditions, the topics covered in this unit, the Assessor’s role, changes to the assessment
procedure that can be made to accommodate your needs and instructions to students including how to submit your
assessment tasks.
Section Two – Assessment Tasks consists of questions, case studies and work based activities. These tasks are used
to demonstrate that you meet the requirements as detailed in Section One – Unit and Assessment Overview.
SECTION ONE: UNIT AND ASSESSMENT OVERVIEW
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
 created, implemented and measured the effectiveness of at least one plan, including:
 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
 United Nations Conventions on the Rights of the Child
 organisation standards, policies and procedures.
Assessment Conditions
Skills must be demonstrated in a regulated education and care service. In addition, simulations and scenarios must be
used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These
are situations relating to emergency or unplanned procedures where assessment in these circumstances would be
unsafe or is impractical.
Simulated assessment environments must simulate the real-life working environment where these skills and knowledge
would be performed, with all the relevant equipment and resources of that working environment.
Assessment must ensure use of:
 National Quality Framework for Early Childhood Education and Care
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 the relevant approved learning framework under the National Quality Framework for Early Childhood Education and
Care.
Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency
requirements for assessors.
Topics Covered
The topics covered in this unit include:
 Establishing and applying limits and guidelines for behaviour
 Identifying and reviewing behaviour as required
 Developing a plan to guide a child’s behaviour where required
 Implementing and monitoring a behaviour plan
Additional reference material and research website
If you need to refer to a specific resource to complete your assessment task, we will identify the resource within the
assessment task. Additional resources that you may find useful include:
 www.earlychildhoodaustralia.org.au
 www.ecareconciliationsymposium.com.au
 www.education.gov.au/early-years-learning-framework
 www.aussiechildcarenetwork.com.au
 www.ccccnsw.org.au/wp-content/uploads/EYLF_Ed_Guide_Dec2010.pdf
Reasonable Adjustments
Your Assessor may be able to make adjustments to your assessment based on special needs you may have or if you are
a distance learning student. Please ask your Trainer if you feel that modifications to this assessment are required.
Student Handbook
Please refer to Alana Kaye’s Student Handbook about:
 Educational and Student Support Services
 Trainer Support
 Assessment Strategy
 Appeals, Complaints and Grievances Procedures
Role of the Trainer/Assessor
Your Trainer/Assessor will:
 answer any questions you might have about the assessment
 negotiate assessment activities if reasonable adjustment is required
 inform you of any variations to the assessment which may be required if you have any special needs or if you are a
distance based learner
 assess your competency by making judgements about the evidenced presented in line with the rules of evidence:
validity, authenticity, currency and sufficiency
 give you feedback on the outcomes of the assessment process
 counsel you on the outcomes of the assessment including advising you of your right of appeal if you disagree with
the assessment decision
 help you address the work health and safety requirements of the assessment setting, if appropriate.
Instructions for students
In order to successfully meet the requirements of this unit you are required to undertake all assessment tasks. Each of
these assessment tasks may have a series of activities or questions that you are required to complete.
Please note that at Diploma level it is expected that the questions will be answered in a manner that reflects significant
understanding of the theory associated with the unit of competency. You are required to elaborate upon the answer
sufficiently articulating your understating of the underpinning knowledge required for this unit of competency.
As a guide – each question will generally require 1 - 2 paragraphs to effectively address requirements. In some cases,
this may be more. If you, in the course of answering a question, rely upon a text, document, webpage or other source of
information, you must make reference to where this information came from.
You are required to submit:
 Student Assessment Workbook – this workbook needs to be submitted by the due date identified on your timetable.
Please refer to the Student Work Placement Guidelines for instructions about your work placement. This includes the
assessment requirements of this qualification including:
 Student Work Placement Third Party Report
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 Student Workplace Logbook and Learning Activities or letter of tenure to demonstrate the minimum 240 hours of
mandatory work placement.
Submitting your Assessment and Due Dates
Your Trainer will advise you of the due date for each assessment. Please submit your assessment by the due date. The
process for submitting assessments is provided on the assignment coversheet on page 1 of this document.
Feedback on your Assessment
Your Trainer will mark your assessment within 4 weeks of submission. Your Trainer will provide you with feedback about
your assessment. Your result for the Student Assessment Workbook will either be:
 Satisfactory – you have successfully passed the workbook requirements OR
 Not Satisfactory – you are not yet satisfactory.
If your result is ‘Not Satisfactory’ you will be given an opportunity to improve your assessment. Your Trainer will inform
you of the skill or knowledge gaps in your assessment. You will need to resubmit your assessment with the corrections or
redo the practical exercise until you achieve the ‘Satisfactory’ result. Any student who plagiarises or cheats will be given
a ‘Not Satisfactory’ result and will be required to resubmit their assessment again and may also be required to answer
verbal questions.
Once you have completed both the Student Assessment Workbook and the work placement assessment requirements
your results will be either:
 Competency Achieved – you passed OR
 Not Yet Competent.
Work Placement Guidelines
All students are required to complete 240 hours of work placement in a regulated education and care service, students
must have a minimum Diploma trained staff member supervising them throughout the 240 hours.
Students need to be aware that Family Day Care can only be used as a work placement setting if the Family Day Care
supervising them holds a Diploma and there are at least 3 different children aged 0-2 and 3 different children aged 2-6
enrolled on the same day. School Aged Care settings are not accepted as work placement settings for this course.
The CHC50113 Diploma of Early Childhood Education and Care includes a mandatory work placement of 240 hours to
cover the range of activities as outlined in the evidence requirements of the following units:
 CHCECE003 Provide care for children (if not completed in Certificate III)
 CHCECE005 Provide care for babies and toddlers (if not completed in Certificate III)
 CHCECE007 Develop positive and respectful relationships with children (if not completed in Certificate III)
 CHCECE010 Support the holistic development of children in early childhood (if not completed in Certificate III)
 CHCECE017 Foster the holistic development and wellbeing of the child in early childhood
 CHCECE019 Facilitate compliance in an education and care service (min 120)
 CHCECE024 Design and implement the curriculum to foster children’s learning and development
Supplementary Evidence
Competence in this unit also requires further supplementary evidence. If a Candidate is working within a child care facility
they will be required to provide a Third Party Report and Third Party Evidence Collection Agreement from a suitably
qualified member of staff plus an Alana Kaye Assessor will be required to complete a workplace visit and observe the
candidate in the completion of their tasks.
Working with Children card (Ochre card) NT
It is mandatory for people who have contact or potential contact with children in certain specified areas of employment to
hold a Working with Children Clearance Notice. States and Territories may have different requirements and it is best to
check.
For further information on NT requirements contact: Email: [e-mail]
Phone: Freecall: 1800 SAFE NT (1800 72 33 68 - Australia wide callers only) or [phone]
Complaints and Appeals Procedures
Alana Kaye has a Quality Management System documenting any appeals or complaints to ensure they are addressed
efficiently and effectively. Should you wish to lodge an appeal or complaint in relation to your assessment, please follow
the Complaints and Appeals procedure detailed in the Student Handbook. In the first instance, we encourage you talk
with your Trainer.
PART TWO: ASSESSMENT TASKS
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Before you commence this assessment, please read the student declaration on the front page. It
is important that you are ready for assessment and understand the assessment process. Please
speak with your Trainer if you have any questions.
Assessment Task 1
Establishing and applying limits and guidelines for behaviour
Purpose
This assessment task is designed to assess your skills and knowledge in establishing and applying
limits and guidelines for behaviour.
Requirements
To complete this assessment task, you need:
 access to a children’s services environment
 access to the National Quality Framework and National Quality Standard
 access to the relevant approved learning framework
 access to service policies for children’s behaviour and responding to incidents
 to answer the questions and submit responses as directed by your trainer/assessor/training
organisation.
1. Keep a logbook for one week (5 days) while you are working with children. Record at least two
times that you responded to a behaviour incident in a timely manner, using a clear, consistent
and calm approach.
For each entry, include the following information, ensuring confidentiality is maintained, where
necessary.
Log entry
Child: Gracy
Date: 02/02/2020
Age: 3 years
Setting: Playroom
Who else was involved Mr. Jonas and the entire classroom
How you responded to the incident; for example, using
redirection, ‘I’ messages or consequences
Gracy was climbing on the table, 'I'
message has been implemented.
Such as I am scared if you fall down
How you supported the child to manage their own behaviour;
for example, positive reinforcement, encouragement, positive
language, nonverbal strategies, role-modelling, choice or
problem-solving
Role modeling is practiced to
manage the behaviour of the child.
How you interacted with the child to involve them in decision-
making and planning
Listening to them and then by giving
an example of the post effect of the
behaviour
Choose an activity from your service. Work with a group of children to develop limits and guidelines
for the activity.
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2. Explain the activity to your trainer/assessor or complete the assessment while they are
observing you by answering these questions:
a) What is the activity and why did you choose it?
b) How many children participated and what was their age and stage of development?
c) What limits and guidelines did the children identify?
d) How were these limits and guidelines appropriate?
e) Describe one occasion where the limits and guidelines were referred to during the activity.
The activity is chosen for establishing limits as well as guidelines within children. The
best activity for this can be a puzzle game. In this activity, children can form a group of two
and can proceed with the activity. The children between the age group of one and two can
participate in this activity. The stage of development will be toddlers. Children can develop
the thinking capability within themselves, as they are playing within the group; they will
incorporate the cooperative behaviour. While arranging the puzzles, they will learn a basic
description of the limits. They will learn to follow the guidelines. For illustration, while
arranging back the puzzle, the educator must say like “it is a decent impression to put the
puzzle away” instead of just saying roughly.
3. Work with the children to develop a poster that show the limits and guidelines for their
reference. Then display the poster adjacent to the activity.
Provide a photo of the poster
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Read the scenario, and then answer the questions that follow.
Scenario
A child listens to the directions of male educators but not to female educators. The child’s behaviour
is not difficult. However, you are aware that if all of the children are to be safe, everyone must follow
the limits and guidelines set for the group. As the child does not listen to all of the educators,
sometimes this is not achieved.
You speak with the parents and find out that what the child is doing is often displayed in their culture.
The parents acknowledge that perhaps the child should behave differently at the service and suggest
putting him in ‘time out’ on his own for five minutes every time he does not listen.
4. How would you consult with the child’s family?
The child's family will give an insight into a child’s behaviour, and then effective
communication is crucial to understand the behaviour of a family member as well.
Consultation with a child's family can be made by informing all the positive aspects of the
child and then explaining the situation with honest scenarios. For illustration, Bill learns
efficiently; however, he often does not listen to some of the specific educators.
5. What impact does the child’s culture have on his behaviour?
Culture has a great impact on the child during early development. Children seek
information from the surroundings and they represent it in their. For illustration, if the
child’s culture is focusing more on music, then the child will often develop an interest in
creating interest in listening to instruments.
6. What behaviour guidance strategies might you use to support the child? Would you
implement the parent’s suggestion (time out)? Why or why not?
The time out a suggestion as suggested by the parents, can be used to develop the
behavioural in the children. This behaviour will help a child to analyse the situation and to
understand the wrong behaviour. The time out strategy involves driving away from the
interest area from a child to realise the unacceptable behaviour.
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7. How would you communicate these expectations to the child?
In this case, the child does not listen to the female educator. Hereafter misbehaving
of a child, an educator can ask a child to move another room or hallway for letting himself
alone without being distracted with other peers or any other activities. This will lead to
understanding the misbehave conducted by him.
8. How would you use relationship-based strategies to help the child learn about appropriate
behaviour?
Building relationship-based strategies are not limited to gaining the trust of children.
However, it also builds the ways of behaving appropriately. This relationship-based
strategy can be achieved with the help of listening actively from children or praising them
or with efficient communication. These relationships also build a baseline foundation that
will guide as well as help a child develop skills like self-confidence that will manage
behavioural aspect. Relationship-based strategies include providing satisfactory space
along with a balance of activities. This strategy will let children listen actively as well as
maintain the limits as well as guidelines set by the educators.
9. How might the following standards and frameworks help your understanding of how to
resolve this incident?
 National Quality Standard: elements 1.1.6, 5.2.2 and 5.2.3
 The Early Childhood Australia Code of Ethics 2006
 The United Nations Convention on the Rights of the Child
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 Service policies and procedures
National quality standards:
1.1.6: It is stating that family member or any people associated with the child along
with the child is necessary to make their own choices or at least give a chance of making a
decision. The incident in this scenario is not listening to educators and thus taking
suggestions from a family member and collaborate making the right decision is being
promoted.
5.2.2: Each child is supported to manage their behaviour, respond appropriately to
the behaviour of others and communicate effectively to resolve conflicts. Time out a
strategy for improving the appropriate behaviour is successfully corresponding with this
element of NQS. A child will get the opportunity to understand his misbehave and will able
to respond accordingly.
5.2.3: The dignity, as well as rights, has not been interfered with by following the
timeout strategy or by relationship-based strategy. These strategies have only promoted
the behavioural aspect of children.
The Early Childhood Australia Code of Ethics 2006
The code of ethics states the commitments towards children, families, and other
communities. It is focusing on moral practice towards the development of children. In this
scenario, this framework can help in developing ethical behavioural in the child.
The United Nations Convention on the Rights of the Child
Conventional rights are not being tempered in the implementation of timeout
strategy or relationship-based strategy. The rights state the non-violation as well as the
rights to play and learn continuously. The strategy implements in the setting follow these
guidelines.
Assessment Task 2
Identifying and reviewing behaviour as required
Purpose
This assessment task is designed to assess your skills and knowledge in identifying and reviewing
behaviour as required.
Requirements
To complete this assessment task, you need:
 access to a children’s services environment
 access to organisational policies and procedures relating to inappropriate behaviour
 to answer the questions and submit responses as directed by your trainer/assessor/training
organisation.
1. Observe and document the behaviour of one child in your care. Use whatever format is
appropriate in your service (for example, via an anecdotal record or an observation form).
Make sure that you document these details:
a) The behaviour – What happened? Where did it happen? How long did it last? Who else
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was involved?
b) Antecedents – What happened before the behaviour occurred? What triggered the
behaviour?
c) Consequence of behaviour – Why did the child use the behaviour? What happened
because of it?
d) Setting – Where did the behaviour occur? Describe the expectations, how it was
presented, the space, materials, safety, people, interactions, approaches, limits and
guidelines.
e) Frequency – How often did the behaviour occur?
f) Intensity – To what extent did the child act out the behaviour?
g) Duration – How long did the behaviour last?
Child Observation Forms
Date: 25 Jan 2020 Observer: Mr Jonas
Child: Olivia Child’s Age: 4 years
Time: 8:45 – 9:00 A.M
Other children / Adults present:
Gracy, Ms. Jennifer, and the entire class
Settings:
Inside the activity room, everyone has to play with their friends making a group of two
members.
What the child and adults say and do (what you see and hear):
Olivia was playing with Gracy. Suddenly, Gracy left her and went to play with other children.
Olivia felt upset and started to throw all her toys as well as a started tantrum. This
behaviour of Olivia is very frequent and often gets upset if anyone ignores her. Her tantrum
lasted for 25 minutes until an educator has to convince.
2. Do you think this behaviour is appropriate or inappropriate? Explain why.
This behaviour is inappropriate, as Olivia gets upset very frequently, even if
somebody speaks harshly to her. In the long run, it will likely to harm her in very frequent
mode.
3. Use the observational data you collected in Part A and the information in this learner guide to
analyse the behaviour of the child. Complete a consultation record for the child similar to the
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following.
Record of consultation
Child Olivia
Age Four years
Behaviour Getting upset frequently
Who was involved Olivia and Gracy
Variables that may impact behaviour
Temperament Unable to cope up with the circumstances
Lifestyle
stressors
Not much seen
Environment and
curriculum
influences
Olivia cannot sustain being left out as well as cannot tackle the situation
Developmental
challenges
Very much shy and do not get involved with everyone
Emotional/social
problems
Upset turns into anger
Behaviour
disorder
Frequently seen
Trauma
Cultural implications Not yet seen
Trigger Whenever rejected by somebody or no listening to her
Function/Consequences
Analysis
Often results in hurting her peers
Needs of other children
affected
Affected in sharing toys
Actions taken Reflective listening
Advice sought Teaching precise annoyance managing technique
4. Discuss the child’s behaviour with at least one other educator involved in caring for the child.
Ask the following questions and record your answers in a short report.
a) What were they able to tell you about the child?
b) What process would they use to seek further advice about the child’s behaviour?
c) How would they facilitate an analysis of the child’s behaviour with all those involved in
caring for the child?
d) How would they gather this information; for example, anecdotal notes, a checklist,
information discussion or meeting?
Mr. Jonas has noticed the behaviour of Olivia. He has decided to discuss with his peer
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and in doing this, he has received responses from his peer. It was seen that the child shows
excessive tantrums in every minimum scenarios and it can be a result of upset or any other
reason such as hunger. As the child is in the process of development and this behaviour can
be reduced by building a relationship-based model. Gaining the trust of the child and then
letting her analyse herself and teaching the coping behaviour. This information can be
gathered with the help of discussion.
5. Describe how you would discuss the child’s behaviour with their parents. Answer the
following questions.
a) What information would you give the parents about the child?
b) How do you think they would react?
c) How should you respond to their expected reaction?
d) How would you continue to communicate with the child’s parents so there is open
communication and information can continue to be shared?
Firstly, all the positive information needs to share with the parents, such as their
achievements and many others. By explaining the exact scenario noted in the observation
form or simply by showing the form, one can inform the parents of the child. Olivia
behaviour is very frequent, and thus, a parent's reaction won’t be surprised and mostly can
be acknowledged. The action plan should be discussed with parents as well as giving them
updated regarding the process of the behaviour.
Read the scenario, and then answer the questions that follow.
Scenario
Each time a child attends your service, they demonstrate extremely violent behaviour, hurting other
children and educators, and damaging equipment.
6. What does your service policy say to do in this situation?
The child continues to show the same tantrum that ends up in anger mode;
thus, throwing all the toys and fighting with other children. In the extreme worse scenario,
service policy states that the involvement of a family member of the child to assist them.
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The child will be under the supervision of another educator.
7. Discuss the situation with a colleague. What is their advice?
With discussing the case with another educator, they also gave the same suggestion of
involvement of family member. The family member should assist the program of anger
management in the home premise as well.
8. What authority would you contact for support? Include the local contact details for this
authority.
The first contact person will be their family member. However, if the scenario goes
extreme seriously, then the local authority can become a rescue team for the educators. A
local authority can be any local community centre or any such professional counsellors.
Assessment Task 3
Developing a plan to guide a particular child’s behaviour where required
Purpose
This assessment task is designed to assess your skills and knowledge in developing a plan to
guide a particular child’s behaviour where required.
Requirements
To complete this assessment task, you need:
 access to a children’s services environment
 access to organisation policies and procedures relating to inappropriate behaviour
 to answer the questions and submit responses as directed by your trainer/assessor/training
organisation.
1. Research the topic ‘children who bite’. You are looking for new ways to respond so that you
can do so clearly and assertively.
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a) Use two different sources of information. Name your references and explain why you
chose them.
b) Clearly outline at least three points from each reference that really interest you.
Suggested online references:
 ‘What to do when toddlers bite’, Hand in Hand Parenting, at:
www.handinhandparenting.org/article/what-to-do-when-toddlers-bite/
 ‘Successfully dealing with a child who bites’, Care for Kids, at:
www.careforkids.com.au/articlesv2/article.asp?ID=79
 ‘Biting in Child Care’, Anne Stonehouse, at:
http://ncac.acecqa.gov.au/family-resources/factsheets/biting.pdf
Biting is a natural tendency of children and it is not under their control. The two
references are careforkids.com.au (2020) and handinhandparenting.org (2020), which
gives an insight into biting behavioural of children. Both the references have in-depth
knowledge and the mode of explanation is easier to relate in any childcare setting.
According to handinhandpainting.org (2020), the biting behavioural of a toddler is
due to the time that is extremely special for them. For illustration, when parents play with
their child, they often bite and this results in misconception in the mind of parents the
reason for biting. However, the reason for the bite is due to the happiness of the toddler.
Another important note is that one should not punish their child for biting, as it is their
natural tendency. The final factor is that children often bite due to frustration and it is
important to let the feelings out of their child's mind.
According to careforkids.com.au (2020), children often bite due to teething, and
during such a situation; parents or educators should provide chewable toys. Another aspect
of biting is due to attention-seeking, therefore it is important not to shout to children
instead give them attention. If the biting habits continue then ask children to stop or ask to
apologize in a very friendly way or while cuddling.
References:
careforkids.com.au (2020). Successfully dealing with a child who bites - CareforKids.com.au.
[online] Careforkids.com.au. Available at: https://www.careforkids.com.au/child-care-
articles/article/79/successfully-dealing-with-a-child-who-bites [Accessed 11 Feb. 2020].
handinhandparenting.org (2020). What to do When Toddlers Bite. [online] Hand in Hand
Parenting. Available at: https://www.handinhandparenting.org/article/what-to-do-when-
toddlers-bite/ [Accessed 11 Feb. 2020].
2. Include your findings in a short report. Answer the following questions.
a) What behaviour guidance strategies do you currently use?
b) What behaviour guidance strategies were recommended in the findings?
c) Did the findings support your approach, or did they identify alternative guidance
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behaviours?
d) Identify at least two strategies from each reference that you could implement in your work
with children and their behaviour.
The best strategy to adopt for reducing or managing the biting nature of children is
giving toddlers any chewable toy for satisfying the teething behaviour. The recommended
behavioural guidance was multiple such as teaching them that biting hurts and it must stop
along with another factor that deals with the frustration or stress and it must be out. From
the first reference, the best strategy to manage to bite is without giving any punishments
and stay listening. From the second reference, being mindful of fulfilling the needs of a
toddler that urge to bite and teaching children that cuddling is better than biting during
excitement.
Read the scenario, and then complete the activities that follow.
Scenario
Mason attends your service and you are his educator. He is 2.5 years old and his development is age
and stage appropriate. His interests include trains, dinosaurs and Peppa Pig. Mason’s cultural
background is Spanish, although he understands and speaks basic English.
Mason frequently bites the other children in his group even though there is an educator in the room.
This happens mainly when he wants toys that the other children have.
Your supervisor has asked you to help develop a plan that will support Mason to use a more
acceptable alternative behaviour. She also suggests that as Mason is from a culturally and
linguistically different background, you might contact the Inclusion and Professional Support Program
(IPSP) for some advice. They may be able to help you determine strategies and whether any other
support services are required.
3. Use the information in the scenario to fill out as much as you can of Mason’s behaviour plan.
Consult with your supervisor to establish the rest of Mason’s plan. You need to identify the:
 baseline behaviour
 acceptable alternative behaviour
 goal of the plan
 long-term and short-term objectives
 resources and materials
 appropriate relationship-based strategies for response.
Behaviour plan
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Name: Mason Age: 2.5 years Plan no: 1 Date:
Those involved in developing
the plan
Educators, IPSP or family member of Mason
Who could provide ongoing
professional support –
specialists, referral bodies,
authorities
The in-charge educator
Behaviour Mason bites other children.
Who was involved Educators and other children in the room.
Environment and curriculum
influences
Interested in playing with train, dinosaurs and peppa pig
Cultural implications Spanish
Trigger Mason wants the toys that other children are playing with.
Function/consequence
analysis
Mason uses this behaviour to communicate that he wants something.
Baseline behaviour Due to the frustration of not getting the toy to play with
Acceptable alternative
behaviour
To seek assistance from an educator or to use words for asking toys
Goal Reducing the biting behaviour
Long-term objectives
(Possible steps to alternative
behaviour)
The main objective is to reduce the biting behaviour and also to limit the
inappropriate behaviour. Asking him to play with another toy or to share the toy.
Short-term objectives (What
we can do now)
The very first step is to teach him and make him realize his inappropriate behavior
along with focusing on good behaviour
Resources and materials
needed
Specific toy and new guidelines
Relationship-based
strategies for response
Environment
Informing the other
educators about his biting
behaviour and working to
Curriculum
releasing tension with another alternative behaviour
instead of biting
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reducing it
4. Your service philosophy, policies and procedures underpin the protocols within your workplace.
Name three aspects of these guidelines that must be addressed when developing a behaviour
plan.
The three aspects that need to be addressed while developing a behavioural plan are:
 Providing continuous monitoring to the child
 Teaching self-regulation
 Reinforcing the guidelines that biting hurts other person and must not be incorporated
Assessment Task 4
Implementing and monitoring a behaviour plan
Purpose
This assessment task is designed to assess your skills and knowledge in implementing and
monitoring a behaviour plan.
Requirements
To complete this assessment task, you need:
 access to a children’s services environment
 access to a behaviour plan
 to answer the questions and submit responses as directed by your trainer/assessor/training
organisation.
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Read the scenario, and then complete the activities that follow.
Scenario
Yesterday, you consulted with your supervisor and Mason’s mother to create
the following behaviour plan for Mason. It is now time to implement the plan.
Behaviour plan
Name: Mason Age: 2.5 years Plan no: 1 Date:
Those involved in
developing the plan
Supervisor, qualified educator, Mason’s mother
Who could provide
ongoing
professional
support –
specialists, referral
bodies, authorities
PSC contact details:
Gowrie Victoria
1800 103 670 (toll free)
Website: www.gowrievictoria.org.au
Behaviour Mason bites other children.
Who was involved Educators and other children in the room
Environment and
curriculum
influences
His development is age/stage appropriate.
His interests include trains, dinosaurs and Peppa
Pig.
Cultural
implications
Mason’s cultural background is Spanish, although
he understands and speaks basic English.
Trigger Mason bites when he wants toys other children
have.
Function/
consequence
analysis
Mason uses this behaviour to get something he
wants.
Baseline behaviour Mason frequently bites the other children in his
group even though there is an educator in the room.
This happens when he wants toys that the other
children have.
Acceptable
alternative
For Mason to use his words and ask if he can play
with a toy in a range of different play situations
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behaviour
Goal For Mason to use his words to ask if he can play
with
a toy
Long-term
objectives
(Possible steps to
alternative
behaviour)
For Mason to use his English words to ask nicely
for something in a variety of play spaces with adult
support
For Mason to move within a room independently,
using his English words to ask if he can play
Short-term
objectives (What
we can do now)
For an educator to show Mason how to use his
English words and ask for something politely
For an educator to help Mason use his English
words to ask for something from one other child
politely
For an educator to help Mason use his English
words to ask for something politely in a small group
of children at play
Resources and
materials needed
An educator to work one-to-one with Mason
Relationship-based
strategies for
response
Environment:
Ensure an educator is
aware of Mason’s
actions and available to
support him as
described.
Curriculum:
Ensure play activities
are planned for pairs
and small groups of
children.
1. Outline what you would say to Mason to help him understand the specific expectations for
his behaviour.
The foremost important thing is to speak in a very polite manner and making him
understand that biting does hurt other people. Hurting people is not a good habit and he
must stop hurting other children. For illustration, “I know you don’t want to hurt others and
therefore, you must not bite.”
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2. How will you make sure that those involved in implementing Mason’s behaviour plan are
clear about the rationale, limits and strategies?
Educators professionals and other qualified professionals, along with the family
member of Mason, are involved in implementing the behavioural plan. They are the people
who want beneficial for the development of Mason and therefore, they are considered to be
rational and have a clear understanding of limits along with strategies.
3. How will you support and communicate with your colleagues so that they implement the plan
and its strategies effectively and consistently?
It is important to gain support from other educators as well for the effective results
in a behavioural plan of Mason. The behavioural plan will be shared with the other
educators and broadly explains each parameter with the strategic context.
4. What factors in your service may have led to Mason’s biting behaviour? How would you
minimise these factors?
Mason used to bite even in the presence of educators, thus lack of effective
supervising or controlling the behavioural of children has led to such behavioural. This
behaviour can be minimised with the help of a new efficient model that will be
implemented for reducing the biting behavioural.
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Read the scenario, and then answer the questions that follow.
Scenario
After a few days, Mason begins to respond to your strategies. Now, he only bites occasionally.
Despite this, his bites are still damaging and many parents and children are concerned. You notice
that Mason now only bites when you are out of the room.
What strategies will you employ next? Answer the following questions.
5. Identify one modification you would like to introduce into Mason’s plan to minimise his
inappropriate behaviour. Explain why you have chosen this modification.
Now, Mason does not bite in the presence of an educator. However, it is important to
incorporate every educator in this plan and also letting Mason be aware of this. He will not
bite as he will be under observation among any one of the educators.
6. Who would you need to consult with about the modification to Mason’s plan? Why would you
need to consult with these people?
The modification needs to be implemented and can be discussed with the other
educators as they are also involved in the plan. Apart from educators, including a family
member of Mason will enhance the chances of reducing biting behavioural.
7. What new objective would you set to reflect the modification you are going to make?
The ultimate goal is the same that is reducing the biting behaviour and therefore, the
modified objectives can be similar in context with a goal. The modified objective can be
making usage of words instead of biting.
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8. What policies and procedures must you observe when modifying a behaviour plan?
Policies and procedures while formulation behavioural plan should include children’s protection
regulations. Multiple frameworks such as National quality framework (NQF) or privacy legislation, and
any occupational health as well as safety legislation.
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Assessment Task 5
Workplace Task 1
1. Record the limits and guidelines for behaviour that are established in each of the rooms in
your service.
Every room in the childcare settings needs to set limits as well as guidelines. The
two approaches for settings limits that are I-message and making choices can be
implemented.
For illustration:
I cannot let you play if you climb on the table.
It scares me when you run around the stairs.
It makes me upset when you quarrel with your friend
You can play silently in the activity room, or you can go out and make noise.
You can go to the washroom, or I can help you walk into the washroom.
2. In your room at the service, what would be seen as appropriate behaviour?
Appropriate behaviour includes not making noise, playing with other children
without quarrelling, following the limits and guidelines of the room.
3. In your room at the service, what would be seen as inappropriate behaviour?
The inappropriate behaviour includes quarrelling with other children, running
around the stairs, snatching other children’s toys and not listening to their respective
educator.
Workplace Task 2
1. Interview two different families from your service. Your aim is to identify the behavioural
expectations of each family. Ask these questions:
What are your beliefs about children’s behaviour?
What limits and guidelines for behaviour do you use with your children?
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How does culture or lifestyle influence your style of discipline and beliefs about
behaviour?
Interviewing must be done to gain a beneficial aspect for the development of
children. One can ask questions to a family member of children regarding their opinion
towards the behaviour of children. They can ask for schedules or activities of the children in
the house. Making them aware as well as promote that lifestyle triggers behaviour of
children.
Workplace Task 3
Choose a child that you can observe and analyse their behaviour.
1. Ask the parent if their child demonstrates any reactive behaviour. This does not need to be
a behaviour or concern, just age-appropriate behaviour that occurs regularly for this child.
Note what the parents told you.
A child is seen to create a tantrum every time whenever his toy has been changed
with others as well as always plays with a similar toy. While communicating with parents,
they said that he often prefers a single toy, make it a favourite, and communicate with that
toy.
2. Ask another educator if they have noticed this behaviour. Note what they tell you.
While asking another educator, they did not notice such in-depth. However, they
often hear his tantrum.
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3. Have you noticed this behaviour? Record what you have noticed.
Yes, I have noticed the behaviour. I tried taking his toy and giving him a new toy in
exchange; however, he started to hold the previous toy tightly and started crying.
4. Reflect on each of the following variables and explain how they impact or trigger the child’s
behaviour:
 The environment
 Others in the environment
 Recent events
 The child’s temperament
 Culture and lifestyle, including family styles of discipline and beliefs about behaviour
Developmental challenges
 Emotional and/or social problems
 Behaviour disorders
 Child abuse
 Trauma
 The curriculum
Children behave by learning from the surroundings as well environments. The
environment is a major variable that influences a child’s behaviour. Changing the activity
time or influencing another environmental factor like changes in the activity of home that
will have a great impact on a child’s behaviour. Recent events such as cooperative activity
paly or overcoming any trauma will also influence the behaviour of a child. Cultural factor
affects the behaviour of the child, if the family of child assists him to cope-up with the
tantrum. The behavioural disorder such as mood swings or anxiety often triggers the
behaviour of children.
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5. What do you believe is the function/consequence of the child’s behaviour?
The function of a child’s behaviour can be self-stimulation, the ability to
communicate, to perform cooperatively with other children, control their inappropriate
behaviour and listening to their educators.
Workplace Task 4
1. Talk to a colleague about behaviours of concern they have previously dealt with. Ask them
these questions:
 What documentation and procedures did you use to support the child with the behaviour
of concern?
 Are these in line with service policy?
 How did you involve the child’s parents in the situation?
 What other services (if any) did/do you use to support your work with children who
display behaviour of concern? If a service was not used, identify one you could contact.
Children often causes tantrum and thus, active listening is very important. Listening to their
problem and issues will help them in developing the behaviour. Apart from this, few activity plan is
also crucial to learn the behavioural aspects.
Effective communication with the family member or parents of child is very much important.
Sharing the experience of child will enhance the wellbeing of behavioural development.
PROJECT
CHCECE020 Establish and implement plans for developing cooperative
behavior
Purpose
The following activity forms part of your assessment of competence. You may also need to provide
various workplace documents or third-party reports. Your trainer will give you guidance in this area.
This assessment task is designed to assess your skills and knowledge across the whole unit
CHCECE020 Establish and implement plans for developing cooperative behaviour.
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Requirements
To complete this assessment activity, you need:
 access to a children’s services environment
 access to the National Quality Framework, the National Quality Standard and the relevant
approved learning framework
 access to a service’s policies and procedures
 to complete the tasks outlined and submit responses as directed by your
trainer/assessor/training organisation
 to ensure you maintain confidentiality as required.
This is a holistic task based on your observations and analysis of one child exhibiting inappropriate
behaviour or behaviour of concern. It includes the following five parts:
 Observe and analyse the child’s behaviour
 Gather information about the child’s behaviour
 Develop a behaviour plan
 Implement and monitor the behaviour plan
 Review the behaviour plan
1. Observe and analyse one child who is exhibiting inappropriate behaviour or a behaviour of
concern on at least three occasions, in a range of situations and contexts. You want to
identify the possible triggers or consequences that are maintaining the behaviour.
a) List any service standards, policies and procedures that influence how you will carry out
this observation. Summarise the main points.
b) Use an event sample to record your observations and gather information about the child.
c) List the possible triggers or consequences that are maintaining the behaviour.
Use the table below to record your answers
Event Sampler
Child: Hope
Date: 13/01/2020
Setting: Playroom
Age: 3 years
Recorded by: Mr Kelvin
Event: During puzzle game
Time when
behaviour
occurs
Setting What is
happening
just before
the
behaviour
Who
else is
involved
Intensity of
behaviour
Low = no
aggression to
others
Med = aggressive
with environment
High = aggressive
with other
Duration
of
behaviour
Further
information
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children
Low Med High
8:40 A.M Playroo
m
Every
children
were
playing
puzzle
game
Hope
and Lara
Yes 15
minutes
Hope started to
quarrel with Lara
9:00 A.M Playroo
m
During the
puzzle
game
Hope
and Lara
Yes 5 minutes Hope shared her
chocolate with
Lara
9:15 A.M Playroo
m
End of the
Puzzle
game
Hope Yes 10
minutes
Hope started
tantrum because
she loss the game
9:30 A.M Classro
om
During the
educator
reading a
story
Hope
and John
Yes 5minutes Started to eat tiffin
inside the class
9:45 A.M Classro
om
End of the
class
Hope Yes 5minutes Climbing in table
Analysis (based on this record): Hope often like to gain attention all the time and do not appreciate
loosing
Possible triggers: Disappointment, Upset
Possible consequences: Results in generating tantrum and fighting
2. Gather information about the child’s behaviour from two other sources: one educator and one
other person involved in caring for the child (if possible, one of the child’s parents).
a) List any legislation, service standards, policies and procedures that influence how you will
gather information about the child. Summarise the main points.
b) Develop a script that shows what you will say to the educator and the other person involved in
caring for the child. Show this to your supervisor before you begin.
c) Complete two records of consultation (see the following table): one from the educator and one
from the other person involved in caring for the child.
d) Reflect on which variables are impacting the child’s behaviour and may be a contributing factor
to the behaviour of concern.
The main factor of child’s behaviour is her anger as well as mood swings. She often gets upset in smaller issues
such as losing in the game.
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Record of consultation 1
Child Hope
Age 3 years
Behaviour Tantrum and upset nature
Who was involved Hope, Lara and john
Variables that may impact behaviour Temperament Angry child
Lifestyle
stressors
Enjoy playing game
Developmental
challenges
Not much seen
Emotional/social
problems
Often stay upset
Behaviour
disorder
Tantrum
Trauma Quarrelling with her best friend
Environment
and curriculum
influences
As per their family, they recently shifted to new area
Cultural implications Can speak English
Trigger If somebody makes her upset
Record of consultation 2
Child Hope
Age 3 years
Behaviour Tantrum and upset nature
Who was involved Hope, Lara and john
Variables that may impact behaviour Temperament Mood swings
Lifestyle
stressors
Watch television regularly
Developmental
challenges
Often struggles to speak
Emotional/social
problems
Often get angry
Behaviour
disorder
Always create tantrum
Trauma Nothing as such
Environment
and curriculum
Recently shifted to new area
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influences
Cultural implications Philippine child, however can speak English
Trigger When she does not get her favourite food
3. Develop a behaviour plan, in consultation with others, for the child you have been working with.
Describe how the service philosophy and policies influence how you will develop a behaviour plan.
Identify how this approach is aligned with current thinking, demonstrated in international conventions,
Codes of Ethics, the National Quality Framework, the National Quality Standard and the relevant
approved learning framework. Provide some examples.
Complete the following behaviour plan, following the guidelines as directed.
Behaviour plan
Child: Hope Age:3 years Plan
no:01
Date: 20/1/2020
Those involved in developing the plan Educator and family member
Name and contact details of relevant specialists,
referral bodies and authorities
Any local physician and counsellor
Behaviour Tantrum and anger
Who was involved Educator and Hope
Variables that may
impact behaviour
Temperament Listen to child, relationship-based counselling
Lifestyle stressors Excessive watch of television.
Developmental challenges No such needed
Emotional/social problems Reducing the anger of the child
Behaviour disorder Do not listen to educator
Trauma Child has recently shifted to new location
Environment and
curriculum influences
Cooperative play in the playroom.
Cultural implications Philippines, can speak English
Trigger If child lose or disappoint.
Function/consequences
analysis
Gaining attention
Baseline behaviour While playing the puzzle game, child suddenly
quarrel with Lara
Acceptable alternative behaviour Instead of quarrelling, making use of words
Limits and guidelines Limits and guidelines that support acceptable
alternative behaviour relevant to the culture
and background of the children and policies of
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the service. Established in consultation with
family.
Goal A goal for the child. It must be consistent with
the child’s abilities, age and developmental
stage.
Long-term objectives
(Possible steps to alternative behaviour)
To reduce the tantrum and quarrel
Short-term objectives
(What we can do now)
Focusing on the cooperative activity and
making him understand to cope-up with the
situation
Resources and materials Resources need is adding activity play or
counselling through one-on-one mode.
Relationship-based strategies to help the child
learn about and manage their own behaviour
Environment:
Teaching to play
cooperatively
Curriculum:
Adding limits and
guidelines
Needs and concerns of other children Other children felt upset due to the such
behaviour of Hope
4. Implement and monitor the behaviour plan for one week.
a) List the service standards, policies and procedures that influence how you and your colleagues
will implement the behaviour plan. Summarise the main points.
b) Explain how you will support the child to understand the specific expectations for behaviour
outlined in the plan.
c) Inform those involved in implementing and reinforcing the plan of its rationale, limits and
strategies. Make sure you explain the strategies clearly, so that those involved can implement
them effectively and consistently. Write an email or meeting notes that explain these things.
Explain how you supported colleagues during the week to implement the plan effectively and
consistently.
Meeting Note:
Children with anger and mood swings behaviour often lead to tantrum. In order to reduce this, there
must be strategized implementation in the childcare settings:
 Help in the activity like Self-talk
 Formulate the development of vocabulary
 Ask them to alternate behaviour such as to write or to draw
 Ensure the calm spot
 Establish anger rule
These plan need to be implemented in the form of play activity or any other mode. Ask children to
follow the guidelines and add extra fun activity with it.
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5. Review the behaviour plan with at least one educator and the child’s parents (if possible) to reflect
on its effectiveness.
a) List the service standards, policies and procedures that influence how you will review the
behaviour plan. Summarise the main points.
b) Analyse the child’s current behaviour against the baseline behaviour.
c) Discuss how to minimise, as far as possible, the factors that are leading to or maintaining the
inappropriate behaviour
d) Review the child’s behaviour against the plan and identify any modifications that are necessary.
The behavioural plan is very crucial and it is important to observe the child’s activity. By implementing
the strategies and policy, gathered the input from the reaction of the child or through discussing with
the parents. The strategy will reduce the anger behaviour of the child. However, if not much change
can be seen then these strategies or policy need to be practiced or promoted in the home.
END OF ASSESSMENT WORKBOOK
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