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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